Compendium: Chapter 1: An Overview of the Legal and Conceptual
Framework within Special Education
Danielle J. Breese
EDU 753, Inclusion: Teaching Exceptional Students in the CTE Environment
SPECIAL EDUCATION COMPENDIUM 2 An Overview of SPED As children are learning and growing they experience many different forms of frustration and struggles. When a child is struggling in the academic setting it is important to determine the cause, as it may be the result of a learning disability. Learning disabilities can affect children of all ages and are characterized by a significant difference in a childs achievement in one or more areas as compared to his or her overall intelligence (NICHYC, 1997). Students with learning disabilities experience a wide range of symptoms and struggles including, but not limited to reading comprehension, spoken language, writing, oral reasoning, hyperactivity, inattention, coordination problems, and unpredictable test performances (NICHYC, 1997). Due to the enactment and amendment of several key laws and regulations since 1970, the educational system has experienced advancement in available special education services for students and their families. As defined by federal law, it is a requirement for all children with disabilities to have access to free and appropriate public education without discrimination (Wonacott, 2001). The special education laws were enacted to address the unique needs of students with disabilities so that they have the opportunity to benefit from all available educational programs without exclusion. (Smith-Davis and Littlejohn, 2009). It is essential for parents, teachers, and other educational professionals to work together to plan appropriate activities to accommodate the individual needs of students with disabilities (Wonacott, 2001). Once the needs of the student have been identified in order to ensure the success of students with disabilities as teachers it is important to capitalize on students strengths, create a high degree of structure which provides clear expectations, provide many SPECIAL EDUCATION COMPENDIUM 3 opportunities for success, and allow students the opportunity to grow and mature in order to continue to develop his or her individual skills (NICHYC, 1997).
Landmark Legislation 1973: Section 504 of the Rehabilitation Act This law prohibits the discrimination on the basis of disability. Section 504 of the Rehabilitation Act provides a broader definition of disabilities, which provides special education services to students who would not quality under IDEA (Disability and Education Laws, 2012). 1974: The Family Educational Rights and Privacy Act (FERPA) This law protects the privacy of student educational records and ensures that parents and students have access to educational records with the ability to release them to third parties (Disability and Education Laws, 2012). 1975: Public Law 94-142 (Education for All Handicap Children Act): This act ensures that children with disabilities have the opportunity to receive free appropriate, public education. (Disability and Education Laws, 2012). 1986: Public Law 94-142 (Education for All Handicap Children Act): Development of Preschool and Infant/Toddler programs. This service provided opportunities for early intervention programs for children with disabilities ages 0-5. Early identification of learning disabilities will allow students to receive necessary services sooner (Disability and Education Laws, 2012). 1988: Assistive Technology Act: This law was enacted to improve access and function of people with disabilities in school, work, home and community. The assistive Technology Act seeks to provide assistive technology to individuals with disabilities so SPECIAL EDUCATION COMPENDIUM 4 that they are able to fully participate in educational opportunities (Disability and Education Laws, 2012). 1990: Americans with Disabilities Act (ADA): 1 st comprehensive declaration of equality for people with disabilities. Children with disabilities cannot be excluded from public accommodations simply because of a disability. (Disability and Education Laws, 2012). 1990: Public Law 94-142 Amendment (IDEA): Renamed the legislation Individuals with Disabilities Act, added transitional planning at age 16 to help students transition from the educational setting to post-educational living (Disability and Education Laws, 2012). 1997: Public Law 94-142 Amendment (IDEA): Individualized Education Programs will describe how students will be involved with and progress in the general education setting. Additionally, transition planning will now begin at age 14 (Disability and Education Laws, 2012). 2001: No Child Left Behind: As of 2001 Schools are required to show Adequate Yearly Progress (AYP) for all students, including students with disabilities. Students in special education were no longer excluded from standardized exams (Disability and Education Laws, 2012). 2004: Public Law 94-142 Amendment (IDEA): Increased accountability at the state and local level in regards to No Child Left Behind. (Disability and Education Laws, 2012).
SPECIAL EDUCATION COMPENDIUM 5 Comparison of IEP and 504 Plans The Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act are two laws passed during the early 1970s to provide free and appropriate education to students with disabilities without discrimination. These two laws are upheld by school districts through the implementation of educational plans providing appropriate modifications and accommodations to ensure the success of each student. The Individualized Education Program (IEP) is a plan implemented by IDEA, while the 504 Plan is implemented through the Rehabilitation Act. The criteria for identification and eligibility, appropriate education and procedural law under these two plans vary greatly (Council for Exceptional Students, 2002). Understanding the key differences between these two plans is essential to ensuring the success of students in the classroom. To begin the process of providing special education services for an individual student the school district must first identify the learning disability to determine eligibility and appropriate services. IDEA covers all students within the school district ages 3-21 with specific learning conditions that affect a students educational performance as recognized by the law. While, Section 504 covers individuals throughout their lifespan who are recognized as handicapped (Council for Exceptional Students, 2002). Often times students who do not qualify for accommodations under IDEA, may qualify for accommodations under Section 504. Once the eligibility has been determined students are required to be evaluated to determine appropriate services for each student. In order for students to receive an IEP or 504 plan with appropriate accommodations. Under IDEA for an individual student to receive and IEP a team of educational professionals thoroughly evaluate each student through holding a formal meeting with parental knowledge and consent. Through this law the student must be SPECIAL EDUCATION COMPENDIUM 6 constantly reevaluated at least once every three years or as deemed necessary by all involved individuals (Council for Exceptional Students, 2002). A student, who is eligible to receive a 504 Plan, is evaluated through a variety of sources with the assistance of knowledgeable personnel. Once a student receives a 504 plan he/she is periodically re-evaluated to determined appropriate accommodations (Council for Exceptional Students, 2002). Once a student has received either an IEP or a 504 plan, the school district is required to ensure that these students are receiving free and appropriate education under the corresponding laws. A student who has received an IEP may be placed in a combination of special education classes as well as general education classes, while providing related services in order to ensure the success of that student (Council for Exceptional Students, 2002). Students who receive a 504 plan are provided with accommodations in general education classrooms, and they may be eligible to receive specialized instruction and special education services as deemed appropriate by qualified personnel (Council for Exceptional Students, 2002). In an educational setting parents and educational professionals may have disagreements regarding the education of a specific student. When parents or guardians disagree with the education of a student with an IEP, a hearing will be held with identified procedures and the student is required to stay in his/her current placement until all disputes are resolved (Council for Exceptional Students, 2002). In comparisons while parents or guardians disagree with the education of a student with a 504 plan, a hearing will be held without formal procedures, however, parents have the opportunity to be represented by legal counsel (Council for Exceptional Students, 2002).
SPECIAL EDUCATION COMPENDIUM 7 Inclusion For many years students with disabilities were educated in classrooms separated from the remainder of their peers. Due to the implementation of legislature regarding special education, the appropriate services for students with disabilities continues to change in order to meet expectations of the laws. Individuals with Disabilities Education Act (IDEA) and No Child Left Behind are two laws that implemented legislature that mandates a students placement into the least restrictive educational environment that is appropriate for their educational needs. As a result more students with disabilities are placed into general education classrooms, and general education teachers are responsible for the success of these students (Casle-Giannola, 2011). The idea of inclusion was implemented into the educational system to teach students with disabilities how to function in the real world (Sharp, 2001) General education teachers face many challenges in an inclusive classroom. However, with careful and thoughtful planning it is possible to reach the needs of all students within the classroom. Inclusion is a movement to place students with disabilities into chronological, age appropriate classrooms, while still receiving a specially designed educational plan with the modifications and accommodations that will allow them to be successful (Halvorsen & Neary, 2001). An inclusive classroom will place students with disabilities into various classrooms, where they will receive instructional support in order to maximize their availability to the curriculum and teachers will use a variety of resources in order to achieve this success (Sharp, 2001).
SPECIAL EDUCATION COMPENDIUM 8 Universal Design for Learning In order to achieve an overview of the Universal Design of Learning please proceed to the following website (http://lessonbuilder.cast.org/window.php?src=videos) this short video is an overview of the Universal Design of Learning. This movement is a teaching approach that is implemented to accommodate the needs of all learners by presenting material in multiple ways, engaging learners in a variety of ways, and providing students with options in order to demonstrate their learning (Rose, Johnston, Daley & Abarbanell, 2006). Universal design is an important aspect of education as it continues to enhance the learning process. Career and Technical Education classrooms offer many opportunities that are not offered in the traditional classroom that will allow students with disabilities to succeed in in a CTE classroom. CTE classes offer many opportunities for differentiated instruction due to nature of the material. Students are offered hands-on opportunities, visual assistance, verbal assistance, and tactile skills in order to process the information in an active learning environment (Casle- Giannola, 2011). Additionally, many of the courses offer real life connections that align with student interests and strengths (Casle-Giannola, 2011). Even though there are many opportunities that will allow students with disabilities to be successful in CTE classrooms, CTE teachers may also face several challenges when teaching students with disabilities. Many students with disabilities lack the basic academic skills in reading comprehension and mathematics, however with accommodations and modifications to the curriculum these students can their still be successful (Casle-Giannola, 2011). Finally, CTE teachers may struggle supervising a classroom of diverse students, however, performance can be closely monitored using a rubrics and check lists that allow students to understand what they SPECIAL EDUCATION COMPENDIUM 9 need to accomplish during the class period as well as the expectations for the assignment (Casle-Giannola, 2011).
SPECIAL EDUCATION COMPENDIUM 10 References: Casale-Giannola, D. (2011). Inclusion in CTE--What Works and What Needs Fixin'. Tech Directions, 70(10), 21. Council for Exceptional Children (2002) Understanding the Differences Between IDEA and Section 504. LD OnLine: The world's leading website on learning disabilities and ADHD. Retrieved from http://www.ldonline.org/article/6086/ Disability & Education Laws. (2012). National Dissemination Center for Children with Disabilities. Retrieved from http://nichcy.org/laws Halvorsen, A.T. & Neary, T. (2001). Building inclusive schools: Tools and strategies for success. Needham Heights, MA: Allyn & Bacon. NICHCY: General Info About Learning Disabilities. NICHCY: General Info About Learning Disabilities. Retrieved from http://www.kidsource.com/NICHCY/learning_disabilities.html Rose, D.H., Harbour, W.A., Johnston, C.S., Daley, S. G., & Abarbanell, L. (2006). Universal design for learning in postsecondary education: Reflections on principles and their applications. Journal of Postsecondary Education and Disability, 19 (2), 135-151. Sharp, W. (n.d.). Special Education Inclusion - Making It Work. Special Education Inclusion Making It Work. Retrieved from http://www.pmct.org/articles/0304/inclusionsept03.html Smith-Davis, J., & Littletonjohn, W. NICHCY: Services For School-Aged Children W/ Disabilities. NICHCY: Services For School-Aged Children W/ Disabilities. Retrieved November 9, 2013, from http://www.kidsource.com/NICHCY/services.d Wonacott, M. E., & ERIC Clearinghouse on Adult, C. H. (2001). Students with Disabilities in Career and Technical Education. ERIC Digest.
SPECIAL EDUCATION COMPENDIUM 11
Chapter 2: Learning Disabilities; Emotional/Behavior Disorders; Communication Disorders
Danielle J. Breese
EDU 753, Inclusion: Teaching Exceptional Students in the CTE Environment
SPECIAL EDUCATION COMPENDIUM 12 Learning Disabilities: Type, Definition and Prevalence Learning disabilities is a term used to describe learning problems in a general education classroom (Mastropieri, 2010). A learning disability affects the brains ability to receive, process, store, and respond to information (National Center for Learning Disabilities, 2013). Students with learning disabilities have average or above-average intelligence, but struggle with academic and specific learning tasks (Mastropieri, 2010). According to IDEA learning disabilities include disorders in basic psychological processes including understanding or using spoken or written language (Mastropieri, 2010). Learning disabilities affect individuals throughout their entire life so it is important to recognize and diagnose learning disabilities as early as possible (National Center for Learning Disabilities, 2013). Learning disabilities are the most common disability in the general education classroom (Mastropieri, 2010). Approximately 4.3% of school aged-children are diagnosed as having a learning disability. Learning disabilities are vastly different than intellectual disabilities, sensory impairments, and autism spectrum disorder (National Center for Learning Disabilities, 2013). Some types of learning disabilities include Dyslexia (language processing difficulties), Dyscalculia (difficulty with math skills), Dysgraphia (difficulty with written expression), and Dyspraxia (difficulty with fine motor skills), auditory processing disorder, and visual processing disorder (National Center for Learning Disabilities, 2013). The following video contains additional information regarding learning disabilities http://www.youtube.com/watch?v=GoM5HcfQBwE.
SPECIAL EDUCATION COMPENDIUM 13 Learning Disabilities: Disability Manifestations in the classroom Learning Disabilities
Disability
Area of Difficulty
Symptoms include trouble with
Example Dyslexia Processing Language Reading Writing Spelling Confusing letter names and sounds, difficulties blending sounds into words, slow rate of reading, trouble remembering after reading Dyscalculia Math Skills Computation Remembering math facts Concepts of time and money Difficulty learning to count by 2s, 3s, 4s, poor mental math skills, problems with spatial directsion Dysgraphia Written Expression Handwriting Spelling Composition Illegible handwriting, difficulty organizing ideas for writing Dyspraxia Fine Motor Skills Coordination Manual Dexterity Trouble with scissors, buttons, drawing Auditory Processing Disorder Interpreting Auditory Information Language Development Reading Difficulty anticipating how a speaker will end a sentence SPECIAL EDUCATION COMPENDIUM 14 Visual Processing Disorder Interpreting Visual Information Reading Writing Math Difficulty distinguishing letters like h and n
(National Center for Learning Disabilities, 2013).
Learning Disabilities: Inclusion Tips Often times it can be quite difficult for students with learning disabilities to experience inclusion within the career and technical education setting. However, implementing specific techniques will allow them to experience full inclusion. To begin assisting a student as they enter into an inclusive classroom it is important to maintain contact with the case manager and the parents throughout the school year in order to fully understand the needs of that child and any changes that that particular child may experience throughout the school year (National Council for Curriculum and Assessment, 2013). By maintaining contact with essential individuals, it will be easier to identify and meet the needs of individual students. Additionally, students with learning disabilities need to know that they are accepted members of the class and it is important to provide students opportunities to work with each other in small group settings (National Council for Curriculum and Assessment, 2013). This will allow the students the opportunity to get to know one another while effectively work with each other and understand each others similarities and differences. Finally, it is equally important to ensure that as teachers we are using language that the students are able to adequately understand and as a result the students are able to understand the assignments and SPECIAL EDUCATION COMPENDIUM 15 the activities that are presented to them in the classroom (National Council for Curriculum and Assessment, 2013). When introducing new and various activities it is extremely important to model the task by walking through each step of the task and explaining the process as the task is being completed (National Council for Curriculum and Assessment, 2013). This method will allow all of the students to gain a thorough understanding of the activity steps and expectations. As a result each student will gain a thorough understanding, and have the opportunity to ask questions if they are unsure of a specific step within the task. The combination of these techniques will allow for an inclusive classroom where all students feel comfortable working with each other, asking questions, and are able to receive the necessary services that will allow them to be successful in the classroom.
Learning Disabilities: Differentiating Instruction When teaching students with emotional and behavioral disorders it is important to use differentiated instruction in order to meet the needs of these learners. The best way to reach all learners including those with emotional and behavioral disorders is through presenting information using multiple forms of media, multiple examples, and using multiple modalities (Bakken, 2012). Additionally, teachers should focus on the main topics within a unit. Teachers should not expect all individuals to master all of the small details within a unit. It is more important to focus on the main ideas within a unit so that students can gain the necessary required knowledge. Additionally, students should be able to demonstrate their knowledge using different modalities. Students should not all be required to turn in the same assignment, however they SPECIAL EDUCATION COMPENDIUM 16 should have the opportunity to model their acquired skills using different techniques (Bakken, 2012). For example in welding class students may have a variety of welding projects to choose for their final assessment, that are all of similar difficulties. However, the welding project may be something that they are interested in and consequently the student will put more effort into completing the project. Some additional differentiation techniques include: Ensuring that the objectives are realistic Ensure the learning task is compatible with prior learning Spend more time on tasks Organize the learning into small stages (National Council for Curriculum and Assessment, 2013)
Learning Disabilities: Accommodations and Modifications In order to continue to meet the needs of students with learning disabilities there are specific accommodations and modifications that need to be made in the classroom in order to allow these students to experience success. Some accommodations and modifications that career and technical education teachers may use in order to ensure the success of these students include: Rearranging seating to face seats away from obvious distractions Arrange for a specific quiet space within the classroom Model organization Design specific locations for all classroom items Structure daily routines and schedules Adapt instructional materials to reduce literacy requirements when possible SPECIAL EDUCATION COMPENDIUM 17 Provide opportunities for students to use assistive technology Questions students frequently throughout the learning process Ask students to rephrase information to use their own words Periodically review previous class material Provide students opportunities to work with peer tutors Provide clear directions Provide frequent reminders for assignments (Mastropieri, 2010). Allow frequent breaks Extend allotted time for assignments Provide a designated reader Provide materials in large print (National Center for Learning Disabilities, 2013).
Learning Disabilities: Assessing and Evaluating Students As students are progressing throughout the school year it is important to continually assess and evaluate students to ensure that students are receiving the adequate accommodations and modifications in order to effectively learn the material. As a teacher it is imperative to maintain contact with the case manager to be aware of changes within the students IEP to ensure that the student is receiving all of the necessary assistance. Some tips that may be helpful in assessing and evaluating students with learning disabilities include: Provide special test preparation to the students Allow for verbal responses SPECIAL EDUCATION COMPENDIUM 18 Allow for answers to be dictated to a scribe Allow for the use of a tape recorder to capture responses Permit responses to be given via computer Allow for frequent breaks Provide a space with minimal distractions Extend allotted time for assessment Provide focusing prompts as students are completing the assessment Administer the test in several timed sessions over several days Administer the test at a specific time of day Administer test in small group setting (National Center for Learning Disabilities, 2013).
Learning Disabilities: Transitioning Students to Post-Secondary Endeavors All students with learning disabilities require assistance transitioning from high school to their post secondary endeavors. As career and technical educators we have a thorough understanding of students strengths and needs in a vocational setting. As a result within the transition process it is important to provide guidance to students regarding their career choices. To begin the transition process each student with learning disabilities will need to learn strategies in order to transfer their strategies and skills from one level to the next (Nichols, 2003). Additionally, through the process of teaching, re-teaching, and practice of various learning strategies, students will gain independence and self-advocacy skills (Nichols, 2003). As students are developing learning strategies it is important for them to complete a careers study, this will allow students to learn about various careers that are available to them SPECIAL EDUCATION COMPENDIUM 19 (Nichols, 2003). Throughout this process students can tour the Career and Technical Education and learn about the various careers and gain experience working in various trades through experiences in the classroom. This will give the students a thorough understanding of the various careers and allow them to see which careers are most suitable for them. Also students must learn about their individual needs and strengths (Nichols, 2003). Students must gain a thorough understanding of their learning disability and how it affects them (Nichols, 2003). This will allow students to become familiar with the different accommodations and modifications that will allow them to be successful in various careers as well as post- secondary education. Assistive technology will be an asset to students with learning disabilities as they leave high school (Nichols, 2003). Once students receive training in various forms of assistive technology they will be able to successfully use this technology to ensure their ability to participate in various events. Finally, as students are closing out their high school years it is important for them to create a portfolio that displays their strengths and aspirations (Nichols, 2003). This portfolio will allow students to display their preferred learning styles, goals, and accommodations (Nichols, 2003). Throughout this process students will become familiar with their strengths and aspirations. Additionally, after the portfolio is completed students will be able to present this portfolio to college administrators as well as employers to allow them to become familiar with the necessary accommodations to allow them to be successful in all future endeavors.
Learning Disabilities: Successful Teaching and Learning Strategies There are several strategies that can be used to ensure that students with learning disabilities are able to experience success in the classroom. These strategies include: SPECIAL EDUCATION COMPENDIUM 20 Minimizing potentially distracting stimuli for example pulling down window shades, asking students to clear their desk Use multiple modalities to present information in order to ensure that students are receiving information in the modality that is best suited to their individual needs Analyze student errors in order to determine the area of processing where students are struggling Teach students study skills and learning strategies such as not taking and homework organization skills Provide study aids in order to guide students study efforts (Ormrod, 2010).
Emotional/Behavioral Disorders: Type, Definition and Prevalence
Emotional and behavioral disorders present themselves in many different forms and include many different types of disorders. These disorders can manifest themselves internally, externally, and in low incidence behaviors within the students (Smith, 2010). Internalized emotional and behavioral disorders include General Anxiety Disorders, Obsessive Compulsive Disorder, Post-Traumatic Stress Disorder, social anxiety, major depression, Bipolar Disorders, and eating disorders (Emotional Disturbance, 2010). Externalized emotional and behavioral disorders include Attention Deficit/Hyperactivity Disorder, Opposition Defiant Disorder, and Conduct Disorder (Emotional Disturbance, 2010). Low incidence disorders include Schizophrenia (Smith, 2010). Emotional and behavioral disorders are complex disorders present in students of all ages. According to the Individuals with Disabilities Education Act (IDEA) emotional and behavioral disturbances are chronic conditions that adversely affect a childs education as a SPECIAL EDUCATION COMPENDIUM 21 result of an unexplained inability to learn, the inability to maintain fulfilling interpersonal relationships, inappropriate displays of behavior, general depression, and the development of physical symptoms as a result of specific identified fears (Emotional Disturbance, 2010). According to IDEA approximately 2% of the student population qualifies for special education services due to emotional and behavioral disorders (Matsuda, 2005). Due to the strict definition used in the educational setting and the necessary requirements in order to identify students, many students with emotional and behavior disorders are often unidentified (Matsuda, 2005).
Emotional/Behavioral Disorders: Disability Manifestations in the classroom Emotional and behavioral disorders can manifest themselves in the classroom in many different forms. Students who have externalized disorders may display hyperactivity which includes frequent impulsive, irritating and out of control behaviors, aggression towards objects, themselves, and others, and frequent immature behaviors (Smith, 2010). Students with internalized behaviors may appear withdrawn, lonely, depressed, and anxious (Smith, 2010). Often times it is easier to identify and assist students who display externalized behaviors as opposed to internalized behaviors as externalized behaviors are much easier to recognize and idnetify. The following is a video is one example of a young student in a classroom that is externally displaying emotional/behavioral disorders within the classroom setting. As you watch the video not the behaviors of the student (http://www.youtube.com/watch?v=cnOjRjOgAq0).
Emotional/Behavioral Disorders: Inclusion Tips Often times it can be quite difficult for students with emotional and behavioral disorders to experience inclusion within the career and technical education setting. However, SPECIAL EDUCATION COMPENDIUM 22 implementing specific techniques will allow them to experience full inclusion. To begin assisting a student as they enter into an inclusive classroom it is important to maintain contact with the case manager and the parents throughout the school year in order to fully understand the needs of that child and any changes that the particular child may experience throughout the school year (Kupper, 2008). By maintaining contact with essential individuals, it will be easier to identify the and meet the needs of each particular student. When a student with emotional and behavioral disorders is first introduced to the classroom it is important to establish clear rules and expectations for that classroom (Kupper, 2008). This can be done by engaging students in interactive presentations and activities surrounding the rules and expectations of the classroom at the beginning of the year. One way to implement this particular strategy is through the good behavior game. During this activity students are required to work together in teams to follow classroom rules to win incentives. As teachers the goal is to focus on rewarding appropriate behaviors in order to increase their occurrence in the classroom (Toolbox, 2013). It is important to make the student feel as though they are accepted into the classroom setting, and they are not outlying individuals within the classroom. A way to support the inclusion of students with emotional and behavioral disturbances in the classroom is to assist the students with building relationships with the other students. Assisting students with emotional and behavioral disorders build relationships can done through incorporating various group activities and labs, peer tutoring opportunities, cooperative learning, and team projects in the classroom setting (Kupper, 2008). Career and technical education directly lends itself to students working on team projects and cooperatively in order to accomplish demanding tasks.
SPECIAL EDUCATION COMPENDIUM 23 Emotional/Behavioral Disorders: Differentiating Instruction When teaching students with emotional and behavioral disorders it is important to use differentiated instruction in order to meet the needs of these learners. The best way to reach all learners including those with emotional and behavioral disorders is through presenting information using multiple forms of media, multiple examples, and using multiple modalities (Bakken, 2012). Additionally, teachers should focus on the main topics within a unit. Teachers should not expect all individuals to master all of the small details within a unit. It is more important to focus on the main ideas within a unit so that students can gain the necessary required knowledge. Additionally, students should be able to demonstrate their knowledge using different modalities. Students should not all be required to turn in the same assignment, however they should have the opportunity to model their acquired skills using different techniques (Bakken,2012). For example, in regards to agricultural sciences, students may have the opportunity to demonstrate their knowledge about animal care through writing a paper, making a presentation, or keeping a journal regarding the care of a specific animal. Through this assignment all students are demonstrating their acquired knowledge regarding animal care; however, each student is presenting their knowledge using a different format. Through this method of differentiated instruction all students are able to build upon their strengths and complete projects and assignments that will allow them to be successful (Emotional Disturbance, 2010).
SPECIAL EDUCATION COMPENDIUM 24 Emotional/Behavioral Disorders: Accommodations and Modifications In order to continue to meet the needs of students with emotional and behavioral disorders there are specific accommodations and modifications that need to be made in the classroom in order to allow these students to experience success. Some accommodations that career and technical teachers may use in order to ensure the success of students with emotional and behavioral disorders is through providing these students with various worksheets and logs that require the students to be responsible for their own behavior, the reasons why the behavior occurred, and logs to keep track of their assignments and responsibilities within the classroom (Toolbox, 2013). Additionally, there are examples of many different incentives to provide to the students when you see them engaging in good behaviors. Some examples of these logs and behavioral monitoring student worksheets may be obtained from the following website and will work very well in a career and technical education classroom http://ctsp.tamu.edu/instructional-videos/overview-of-ebd/toolbox/. Providing modifications to students with emotional and behavioral disorders is just as important as providing accommodations. The most important modification for students with emotional and behavioral disorders is embedding additional educational and social goals into curriculum according to a specific students individualized education plan (Brakken, 2012). Embedding behavioral and social skills into the curriculum is key as this is an area of deficit for students with emotional and behavioral disorders. Teaching these students how to appropriately respond in specific social situations regarding their areas of interest is essential to ensuring the success of students with emotional and behavioral disorders both during and after high school.
SPECIAL EDUCATION COMPENDIUM 25 Emotional/Behavioral Disorders: Assessing and Evaluating Students When assessing and evaluating student performance of students with emotional and behavioral disorders it is equally important to monitor their academic achievements as well as their progress towards goals within their individualized education plan (Hayles & Mackey, 2012). The worksheets discussed in the accommodations and modifications section of this document can provide monitoring of the students progress towards obtaining goals set within the individualized education program. Keeping track of the data within these documents and sharing these documents with both the parents and the case manager is essential as it helps to determine the progress of the students as well as changes that need to made within the classroom in order to ensure the continued success of the student (Hayles & Mackey, 2012). Within career and technical education students are given appropriate assessments that monitor their understanding and application of skills that are essential to succeeding within the industry. It is important to provide these assessments to students with emotional and behavioral disturbances and record their scores on these informal assessments, exams, and activities. Collecting and sharing the necessary data ensures that students are receiving the appropriate accommodations, modifications, and are placed within the correct vocational classroom (Hayles & Mackey, 2012). As data is collected changes can be made within the students individualized educational plan and transition plan to ensure the continued success of that particular student.
Emotional/Behavioral Disorders: Transitioning Students to Post-Secondary Education Often times students with emotional and behavioral disorders have relatively poor outcomes post high school (Boreson, 2006) As a result there are specific areas of the transition plan that should be focused on. Within the transition the key aspects to focus on are: SPECIAL EDUCATION COMPENDIUM 26 Self-Advocacy, self-awareness, setting goals Identifying and accessing the services of community agencies Independent living skills (budgeting, self-care housing) Involvement in the community Development of functional skills Development of social skills Providing vocational training to incorporate real job experiences (Boreson, 2006) One of the most important aspects of the transition plans of students with emotional and behavioral disturbances is providing opportunities for vocational training so that students with emotional and behavioral disorders can gain work and job experiences, during high school. This aspect of this transition plan will assist them in understanding the requirements of various jobs and assist them in finding careers that fit their individual strengths. Through this process students will experience greater success in their post-secondary endeavors.
Emotional/Behavioral Disorders: Successful Teaching and Learning Strategies: There are several strategies that can be used to ensure that students with emotional and behavioral disorders are able to experience success within the classroom. To begin it is essential to closely monitor and record data involving the progress of the student and communicating this knowledge to both the case manager and the families of the students. This teaching strategy ensures that students are receiving the necessary accommodations and modifications to ensure the continued success of the student (Boreson, 2006). SPECIAL EDUCATION COMPENDIUM 27 A second teaching and learning strategy that can be implemented into the classroom is taking the time to build and maintain strong relationships with students with emotional and behavioral disorders to ensure their continued success (Boreson, 2006). Often times these students struggle forming and maintaining meaningful relationships, however, when the teacher makes an effort to create this relationships the student is able to thrive within the classroom setting. As the teacher forms these relationships and understands the strengths and needs of teach student, the teacher is able to more readily incorporate the necessary adaptations and modifications.
Communication Disorders: Type, Definition and Prevalence A communication disorder is an impairment of the ability to receive, send, process, and comprehend concepts or verbal, nonverbal and graphic symbol systems (American Speech- Language-Hearing Association, 1993). Students affected with communication disorders can be affected in their language comprehension, speaking abilities and within the hearing process. Communication disorders present themselves in many different forms they can appear in the form of a speech disorder in which the articulation of sounds or fluency is affected, a language disorder in which comprehension and/or use of the spoken language is impaired, a hearing disorder which can be the result of deafness or hard of hearing, and central auditory disorders in which the processing of information is impaired (American Speech-Language-Hearing Association 1993). More than 20% of students are affected by communication disorders and identified under IDEA in the United Sates (Brice, 2011)
SPECIAL EDUCATION COMPENDIUM 28 Communication Disorders: Disability Manifestations in the classroom When students have communications disorders, there are a variety of ways that this disability can manifest itself in the classroom. Often times students who have communication disorders have very limited speech according to their age and have trouble understanding and formulating words, the student may have difficulty following simple directions, and the student may not be able to express abstract ideas (Childrens Hospital of Philadelphia, 2013). Additionally, the student may have difficulty understanding spoken language in the classroom, struggle learning new vocabulary, may struggle to understand questions, read below grade level, or the student may stutter when communicating (Brice, 2011). As a result the student will often struggle academically and need assistance from teachers and case managers in order to succeed in the academic setting.
Communication Disorders: Inclusion Tips To begin the inclusion process of students with communication disorders it is important to provide other students in the classroom the necessary skills to accept students with communication disorders (Science is for Everyone, 2012). Other students in the class should understand how to treat all students as a member of the class and as equals. Students should not openly view each other as vastly different. This will allow the student to feel as though they are member of the classroom and that they are not different then the remaining members of the classroom. The second step that the teacher can take is providing the student with any necessary assistance and by asking the student what assistance is needed (Science is for Everyone, 2012). Determining the needs of the student will allow them to be successful in the classroom setting. SPECIAL EDUCATION COMPENDIUM 29 It is important to discuss individual needs with the student, so that the student with the communication disorders feels as though he or she is able to openly approach the teacher with any needs that may arise throughout the school year. Also this step will allow for open communication paths and the student will feel as though he/she is a fully accepted student in the educational setting. Finally, as teachers it is important to allow students with communication disorders the opportunity to speak openly and correctly. Modeling correct communication techniques with the student can allow the student to gain a more thorough understanding of correct communication methods. Additionally, consulting the case manager and language pschycologists can allow the teacher to be aware of the expectations for each student with communication disorders and provide a thorough understanding of the capabilities of that individual (Science is for Everyone, 2012).
Communication Disorders: Differentiating Instruction Providing differentiated instruction is essential to ensuring the success of students with communication disorders in career and technical education classrooms. The first important step to differentiate instruction is by providing short, simple, sequential directions one at a time (Watson & Gable, 2008). On top of providing simple oral directions, the teacher can model directions or use visual cues to assist students in following the directions (Watson & Gable, 2008). These two methods for differentiated instruction will allow all students ample opportunity to follow and understand the necessary directions in order to be successful in the classroom. In the Career and Technical Classrooms the teacher can demonstrate various SPECIAL EDUCATION COMPENDIUM 30 techniques, have students break down the steps, and then repeat the process to ensure that all students have a thorough understanding prior to completing the various activities. Sometimes communication disorders can cause some students to become overwhelmed when given large tasks as large tasks can lead to the break down of effective communication. Breaking large tasks into sub tasks can assist students in completing the task (Watson & Gable, 2008). This particular method is not affecting the curriculum it is solely affecting the method that is used to deliver this information so that all students are able to efficiently and effectively complete the required task. Using a combination of these techniques will allow all students to feel as though they can be successful regardless of the presence of communication disorders.
Communication Disorders: Accommodations and Modifications When assisting students with communication disorders it is necessary to provide some necessary accommodations and modifications to allow for the continued success of the students in the career and technical educational setting. Some accommodations that may be appropriate for the classroom setting is allowing students to tape lectures so that students have the opportunity to listen to the material again in order to continue to develop a deeper understanding of the material, provide interpreters so that students have the ability to gain equal access to the material, and encouraging the participation in all activities with the assistance of partners when necessary (Science is for Everyone, 2012). In the laboratory setting some accommodations and modifications that may allow all students to be successful is providing additional time for students to complete labs, place the student in closer proximity to the instructor so that the student can gain easy access to extra assistance when necessary, use a peer-buddy system to assist the student as necessary to allow SPECIAL EDUCATION COMPENDIUM 31 the student to be successful and have access to assistance when the instructor is not available (Science is for Everyone, 2012). With these accommodations and modifications in place in both the classroom and laboratory the student has the ability to experience success in all vocational courses.
Communication Disorders: Assessing and Evaluating Students As students are progressing throughout the school year it is important to continually assess and evaluate students to ensure that students are receiving adequate modification and accommodations in order to learn the material. As a teacher it is imperative to maintain contact with the case manager to be aware of changes within the students communication disorder to ensure that you are providing appropriate accommodations and modifications. When assessing and evaluating the student within the classroom, it may be important to provide the student additional time to complete assessments in the most appropriate mode of communication according to the students needs, design tests that are appropriate for the students disorders, and ensure that the student fully understands the directions when completing the test (Science is for Everyone, 2012). Using these assessment and evaluation techniques will ensure that the students are able to adequately display their knowledge of the material without being affected by their communication disorder. As a result the teacher will gain a better understanding of areas of weakness within the student.
Communication Disorders: Transitioning Students to Post-Secondary Education All students with disabilities require assistance transition from high school to post- secondary endeavors. As career and technical educators we have a thorough understanding of SPECIAL EDUCATION COMPENDIUM 32 students strengths and needs in a vocational setting. As a result within the transition plan it is important to provide guidance to these students regarding career choices (Ontario Association for Families of Children with Communication Disorders, 2008). Students need to have a thorough understanding of the possible appropriate career choices that he or she may pursue following their years in high school. Without this guidance students will often struggle with career choices and as a result will face higher unemployment rates. Based on the knowledge of careers it is important to provide an outline of the skills and strategies that the student will require to be successful in their post-secondary endeavors (Ontario Association for Families of Children with Communication Disorders, 2008). This transition technique will allow the student to work towards gaining the necessary employment and post-secondary skills that will allow them to be successful. Additionally, it is important for the student to be cognizant of speech and language support beyond their secondary education (Ontario Association for Families of Children with Communication Disorders, 2008). Students who have communication disorders need to continually work to improve their communication skills and as a result it is essential for them to understand what services are available to them to ensure their continued success.
Emotional/Behavioral Disorders: Successful Teaching and Learning Strategies: There are several strategies that can be used to ensure that students with communication disorders are able to experience success within the classroom. To begin it is essential to closely monitor and record data involving the progress of the student towards their communication goals. Communicating this knowledge to both the case manager and the families of the students is essential in determining if the needs of the student are being met within the classroom. This SPECIAL EDUCATION COMPENDIUM 33 teaching strategy ensures that students are receiving the necessary accommodations and modifications to ensure the continued success of the student (Boreson, 2006).
Some additional strategies that can be implemented into the classroom include: Using extensive visuals so that students can gain a deeper understanding Gain the students attention before speaking to ensure he/she is providing their undivided attention Face the student when talking so that the student is able to use multiple strategies to understand the material Speak clearly and at a normal pace Be sure the student is seated close to the speaker Allow time for the student to respond Model good speech and language Allow students to communicate as independently as possible utilizing their mode(s) of communication (verbal, sign language, picture symbols, augmentative communication device/voice output device, computer) Ask student to repeat if you did not understand or express in a different way (show me, point to) Allow enough time for student to respond Use visual supports (objects, photos, picture, symbols, gestures, or sign language) to increase understanding (Hayles & Mackey, 2012)
SPECIAL EDUCATION COMPENDIUM 34 References: American Speech-Language-Hearing Association. (1993). Definitions of Communication Disorders and Variations Retrieved from http://www.asha.org/policy/RP1993-00208/ Bakken, J. P. (2012). Behavioral disorders: identification, assessment, and instruction of students with EBD. Bingley, UK: Emerald. Boreson, L. (2006). Transition to Adulthood: Resources for Teachers Working with Students with Emotional Behavioral Disabilities. Wisconsin Department of Public Instruction. Retrieved from http://dpi.wi.gov/sped/doc/ebdtransit.doc Brice, A. (2011). Children with Communication Disorders. Education.com. Retrieved from http://www.education.com/reference/article/ Children's Hospital of Philadelphia. (2013). Communication Disorders. Retrieved from http://www.chop.edu/healthinfo/communication-disorders.html Emotional Disturbance. (2010). National Dissemination Center for Children with Disabilities. Retrieved from http://nichcy.org/disability/specific/emotional Hayles, C., & Mackey, J. (2012). Guidelines for Educating Students with Emotional Disturbances. Connecticut State Department of Education. Retrieved November 18, 2013, from http://www.sde.ct.gov/sde/lib/sde/pdf/publications/edguide/ed_guidelines.pdf Kupper, L. (2008). Teaching Students with Emotional Disturbances: 8 Tips for Teachers. National Dissemination Center for Children with Disabilities. Retrieved from http://nichcy.org/teaching-students-with-e-d Mastropieri, M. (2010, June 1). Learning Disabilities. Education.com. Retrieved from http://www.education.com/reference/article/learning-disabilities/ SPECIAL EDUCATION COMPENDIUM 35 Matsuda, L. (2005). Best Practices. Teaching Students with Severe Emotional and Behavioral Disorders: Best Practice Guide to Intervention. Retrieved from https://www.k12.wa.us/SpecialEd/Families/pubdocs/bestpractices.pdf National Center for Learning Disabilities. (2013). What Are Learning Disabilities?. NCLD. Retrieved from http://www.ncld.org/types-learning-disabilities/what-is-ld/what-are- learning-disabilities National Center for Learning Disabilties. (2013). Accommodations for Students With Learning Disabilities. NCLD. Retrieved from http://www.ncld.org/students- disabilities/accommodations-education/accommodations-students-learning-disabilities National Council for Curriculum and Assessment. (2013). Post Primary- Technology Education. Guidelines for teachers of students with mild learning disabilities: post-primary . Retrieved http://www.ncca.ie/uploadedfiles/PP_Tech.pdf Nichols, E. (2003). Transition Planning Resource Guide for Students With Learning Disabilities. Learning Disabilities Association of Ontario. Retrieved from http://www.access.resources.ldao.ca/main/documents/TransitionPlanningResourceGuide 4.pdf Ontario Association for Families of Children with Communication Disorders. (2008). Transition Planning Resource Guide. Retrieved from http://www.oafccd.com/factshee/transitionplanning.pdf Ormrod, J. (2010). Students with Learning Disabilities. Education.com. Retrieved from http://www.education.com/reference/article/students-learning-disabilities/ Psychology Today. (2012). Communication Disorders. Retrieved from http://www.psychologytoday.com/conditions/communication-disorders SPECIAL EDUCATION COMPENDIUM 36 Science is for Everyone. (2012). Communication Disorder Strategies. Retrieved from http://www.sesd.info/inclusion%20site/disabilities%20teaching%20strategies/Communicati on%20Disorders/communication%20disorders%20strategies.htm Smith, D. (2010). Emotional or Behavioral Disorders Defined. Education.com. Retrieved from http://www.education.com/reference/article/emotional-behavioral-disorders-defined/ Toolbox. (2013). Career and Technical Special Populations. Retrieved from http://ctsp.tamu.edu/instructional-videos/overview-of-ebd/toolbox/ Watson, S., & Gable, R. (2008). 8 Using knowledge of student cognition to differentiate instruction. Using knowledge of student cognition to differentiate instruction. Retrieved from http://www.learnnc.org/lp/editions/every-learner/6693
EDU 753, Inclusion: Teaching Exceptional Students in the CTE Environment
SPECIAL EDUCATION COMPENDIUM 38 Attention Deficit/Hyperactivity Disorder (ADHD): Type, Definition and Prevalence
Attention Deficit/Hyperactivity Disorder (ADHD) is a chronic condition affects children from adolescence through adulthood and includes a combination of problems including inattention, hyperactive, and impulsive behaviors (National Institute of Mental Health, 2010). According to the National Institute of Mental Health children affected by ADHD have developmental abnormalities in the brain where the brain continues to mature in a normal pattern, but the brain matures approximately three years slower (2010). As a result of ADHD the regions of the brain that are most heavily affected involve thinking paying attention, and planning (National Institute of Mental Health, 2010). ADHD presents itself through three different subtypes. Children affected with ADHD may be recognized as hyperactive-impulsive meaning the majority of symptoms that the child exhibits are categorized as hyperactivity-impulsivity, inattentive meaning majority of the symptoms that the student displays are categorized as inattention or hyperactive-impulsive and inattentive meaning the student exhibits a combination of the two symptoms (National Institute of Mental Health, 2010). ADHD diagnoses are on the rise. In 2013 Approximately 11% of children ages 4-17 were diagnosed with ADHD (Park, 2013).
Attention Deficit/Hyperactivity Disorder (ADHD): Disability Manifestations in the Classroom A student is who displays symptoms of hyperactivity and impulsivity will display specific common behaviors in the classroom that include: Becoming very impatient when forced to wait SPECIAL EDUCATION COMPENDIUM 39 Blurting out inappropriate comments, showing their emotions without restraint, and acting without regard for consequences Often interrupting conversations or others' activities Fidgeting and squirming in their seats Talking nonstop Dashing around, touching or playing with everything Inability to sit still and constantly moving Inability to quietly complete tasks or activities. (National Institute of Mental Health, 2010) A student is who displays symptoms of inattention will display specific common behaviors in the classroom that include: Becoming easily distracted, missing details, forgetting things, and frequently switching from one activity to another Difficulty focusing attention on organizing and completing a task Difficulty completing or turning in homework assignments, often losing things (e.g., pencils, toys, assignments) needed to complete tasks or activities Not listening when spoken to Struggling with quickly and accurately processing information Struggling to follow simple instructions. (National Institute of Mental Health, 2010) A student is who display symptoms of hyperactivity-impulsivity and inattention will display a combination of the two lists of behaviors. The following video summarizes SPECIAL EDUCATION COMPENDIUM 40 manifestations in the classrooms and feelings of various students affected by ADHD http://www.youtube.com/watch?v=KKqyvAQHb7w Attention Deficit/Hyperactivity Disorder (ADHD): Inclusion Tips Students with attention deficit/hyperactivity disorder often struggle in the academic setting and often times struggle significantly in academic classrooms. Students with ADHD enrolled in career and technical education classes sometimes have an advantage in CTE classrooms as these classes often require hands-on activities that are able to maintain the interest of the students for more sustained periods of time. To begin establishing an inclusive environment it is important to first gain a thorough understanding of ADHD and the effects it has on teaching and learning (North Dakota Education Department, 2011). Once you have a thorough understanding of ADHD it is important to get to know the individual and their unique needs, this is done through ensuring that there is adequate communication between the teacher, parent and case managers. Efficient communication ensures that educational professionals are meeting all of the needs of the student. Often times students with ADHD have difficulty socially connecting with their peers, as other students in the classroom do not necessarily understand their unique behaviors. As a result it is important to provide a structured environment so that all students experience as few distractions as possible and are able to connect and work with each other. Students with ADHD benefit from education in structured environment (North Dakota Education Department, 2011). As a result it is important to clearly establish and post the classroom rules. This technique ensures that all students are aware of and follow the necessary classroom procedures (North Dakota Education Department, 2011). Additionally, placing the students close the source of instruction is equally important as it allows all students equal opportunity to access the SPECIAL EDUCATION COMPENDIUM 41 information with few distractions (North Dakota Education Department, 2011). Additionally students with ADHD heavily benefit from providing them with incentives in order to engage in good behavior in the classroom (North Dakota Education Department, 2011). Again, the good behavior game is prime example of providing incentives for the entire class to engage in positive behaviors (Toolbox, 2013). In the good behavior game, as a class students are responsible for each others behavior and are given various incentives for engaging in positive behaviors over an extended period of time. Good student behavior in a Career and Technical Education classroom is extremely important to ensuring the safety of all students and personnel in the classroom.
Attention Deficit/Hyperactivity Disorder (ADHD): Differentiating Instruction When teaching students with ADHD it is important to use differentiated instruction to ensure the success of all students in career and technical education courses. There are a variety of techniques that can be used to differentiate instruction that benefits students with ADHD as well as all other students in the classroom. One of the main struggles for students with ADHD is the ability to follow directions. Breaking down the directions and presenting the directions to students in multiple forms will allow them to gain a deeper understanding of the teacher expectations (Lerner & Johns, 2009). One example of clear directions that a teacher may use when explaining the directions is providing the students with both written copies of the directions on either a power point or handout as well as oral directions. As teachers, we can further assist the students by drawing attention to important aspects of the directions by underlining and/or bolding the information that students need to pay particular attention to. Additionally, teachers can model the directions to provide even more detail in order to ensure SPECIAL EDUCATION COMPENDIUM 42 adequate understanding. In Career and Technical education, frequently demonstrating the various tasks assists students in gaining a deeper understanding of hands-on activities as students are able to view a concrete example of teachers expectations. Students with ADHD should have a variety of tasks to choose from in order to demonstrate their understanding of topics within the classroom. Many of these tasks should include tactile/kinesthetic learning (Lerner & Johns, 2009). Tactile and kinesthetic learning helps to keep these students occupied as well as interested in the material. When students are given choices in the classroom setting they are able to choose activities that allow them to cater to their individual strengths which then increases their chances of success in the educational setting. Once students have chosen their desired tasks it is important to assist the students in breaking larger tasks down into smaller tasks that are easier to complete. As students complete the required tasks they can mark them off on a checklist (Lerner & Johns, 2009). This will provide the student with incentives as they then see that they are able to complete the tasks in small increments. Students with ADHD need frequent breaks and the ability to move around in order to continue their productivity in the classroom.
Attention Deficit/Hyperactivity Disorder (ADHD): Accommodations and Modifications In order to continue to meet the needs of students with ADHD there are specific accommodations and modifications that need to be incorporated into the classroom to allow these students to be successful. Some accommodations that Career and Technical Education teachers may use in order to ensure the success of students with ADHD is through providing students with plans, checklists, and logs to allow students to monitor their own behavior as well as monitor their completing of various tasks (Toolbox, 2013). Some examples of CTE specific SPECIAL EDUCATION COMPENDIUM 43 logs, checklists, and behavioral incentives can be downloaded and used from the following website: http://ctsp.tamu.edu/instructional-videos/overview-of-ebd/toolbox/. Some additional accommodations and modifications that can be used for students with ADHD in the classroom setting include: Providing brief academic tasks with immediate feedback through breaking larger tasks into smaller tasks Providing peer tutoring opportunities to provide students with extra assistance to improve academic outcomes Clearly identifying important aspects of the lessons Modifying the pace of various assignments to meet the needs of individual learner Providing opportunity for controlled movement throughout the lesson (trip to the office, watering the animals, feeding the animals, watering the plants and alternating activities) (LD Online, 2010)
Attention Deficit/Hyperactivity Disorder (ADHD): Assessing and Evaluating Students Assessment and evaluation are an important aspect in the academic advancement of students with ADHD. Many of the modifications and accommodations within assessments and evaluations are very similar to the accommodations and modifications that the students receive in the classroom. Any large assignment should be broken down into smaller pieces, students may be given extra time in order to complete assessments and evaluations, and students may be permitted to use calculators and information sheets as these accommodations can assist students who struggle maintaining attention on various activities (BC Ministry of Education, 2011). SPECIAL EDUCATION COMPENDIUM 44 Additionally, the type of assessments and evaluations that students receive has a direct impact on student performance. Students with ADHD are typically tactile/kinesthetic learners and perform best on assessments and evaluations that focus on hands-on application of material (BC Ministry of Education, 2011). Most assessments in Career and Technical education are delivered in using a hands-on approach, as these are the skills that the industry desires. In agricultural education courses students are evaluated on their ability to effectively vaccinate animals, halter/handle/restrain various animal species, complete various types of floral arrangements, cut metal to pre-determined sizes, and run beads using various types of welders and electrodes. As a result the type of assessments in Career and Technical education are the types of assessments that are most beneficial to students with ADHD. With a few of the mentioned accommodations students with ADHD can successfully complete all assessments and evaluations in agricultural education.
Attention Deficit/Hyperactivity Disorder (ADHD): Transitioning Students to Post- Secondary Endeavors: As students with ADHD begin moving throughout the high school level it is important to consider the transition that these students will face as they enter adulthood. To begin the process students with ADHD need to first determine assess their individual strengths and needs to determine the suitable careers. This assessment can be done through enrolling in various career and technical education courses throughout high school. Taking these type of courses will allow students to gain an understanding of the required skills within various industries. After students have determined suitable careers and made a choice between post-secondary SPECIAL EDUCATION COMPENDIUM 45 education and entering the work force, students have specific needs that need to be fulfilled in order to ease the transition period. To begin the transition period, it is important to educate students with ADHD about their disability, so that the students have a thorough understanding of the disability and how it affects them both professionally and educationally (Goodwin, 2012). As students gain a deeper understanding of themselves they will be able to more adequately advocate for themselves and discuss their needs with their future educators and employers. Additionally, students need to be aware of methods to research and contact disability support services within the community and educational settings so that they are able to receive any necessary services (Goodwin, 2012). Contacting these services will allow them to discreetly receive the necessary services to accommodate for their various needs. Once students learn about their disability and advocating skills, students with ADHD need to develop study and work strategies in order to be successful in all future endeavors (Goodwin, 2012). This can be done through teaching students how to break larger assignments and tasks into smaller segments. This technique allows them to see a series of smaller assignments and tasks that they are capable of completing. Finally, teaching students with ADHD scheduling techniques shows them how to most effectively use their allotted time (Goodwin, 2012). Students with ADHD need to be explicitly taught how to schedule their days so that they do not spend their time as productively as possible.
SPECIAL EDUCATION COMPENDIUM 46 Attention Deficit/Hyperactivity Disorder (ADHD): Successful Teaching and Learning Strategies: In order to best meet the needs of students with ADHD there are several effective teaching strategies that teachers can implement in order to allow students with ADHD to experience success in the classroom these strategies include: Preparing students for the daily lesson by providing an outline of the daily activities Reviewing previous lessons and activities to ensure adequate understanding Providing clear objectives so that students have a clear understanding of the lessons concepts Providing clear behavioral expectations so that they understand how they are supposed to behave throughout the lesson Simplifying all instructions in order to increase overall understanding. Maintaining consistency in the classroom so that students understand expectations Supporting student participation by assisting them with staying on task Providing visual examples when teaching various lessons Creating interactive lessons that encourage student participation Highlighting key points of the lessons so that students know the areas of focus Using assistive technology in order to affectively engage students Check all student assignments to ensure adequate understanding Preview the next lesson so that students understand what is coming next (U.S. Department of Education, 2008) SPECIAL EDUCATION COMPENDIUM 47 Implementing these teaching strategies into the classroom will allow for allow the students to experience positive learning experiences that will make them want to come to class and succeed.
Physical Disabilities: Type, Definition and Prevalence Students with physical disabilities struggle with common mobility issues and/or other physical impairments (Department of Disability Services, 2013). Physical disabilities affect students to many different degrees some students with physical disabilities will be extremely noticeable, where as other students with physical disabilities will hardly be noticeable. Physical disabilities affect the strength, speed, endurance, coordination, and dexterity that are necessary for full participation in classroom activities (Disability Services, 2013). There are two main subtypes of physical disabilities these include Neuromotor impairments and Muscular/Skeletal conditions (Smith, 2010). Neuromotor impairments are caused by damage to the central nervous system, which limits muscular control and movement (Smith, 2010). Muscular/Skeletal conditions affect students limbs and muscles but the cause is not neurological (Smith, 2010). Students with physical disabilities include students who use wheel chairs, partially or fully paralyzed students, amputees, students with major injuries, students affected by arthritis, students diagnosed muscular dystrophy, students with active sickle cell disease and students diagnosed multiple sclerosis, (Department of Disability Services, 2013). Approximately .14% of students are affected by physical disabilities (Rosenberg, 2010).
SPECIAL EDUCATION COMPENDIUM 48 Physical Disabilities: Disability Manifestations in the Classroom Students with Physical Disabilities have problems that are exclusively medical, and as a result these disabilities do not affect their intellectual capabilities. As a result physical disabilities will manifest themselves in the classroom in a variety of ways depending upon the physical limitations of the individual students. Students with physical disabilities face a variety of physical limitations. These limitations include: Amputations Speech and Hearing impairments Decreased hand-eye coordination Neck or head movement limitations Spasticity, pain, or a lack of coordination Decreased endurance and physical stamina Limited use of various regions of their body An inability to walk without assistance from canes, wheelchairs, and other devices (Taormina-Weiss, 2012). Some other the manifestations in the classroom as a result of these limitations include difficulty writing, taking notes, and exams, the ability for students to sit in a standard desk, participating in labs where lab tables are difficult to reach, and ability to attend classes that are not wheelchair accessible (Department of Disability Services, 2013).
Physical Disabilities: Inclusion Tips Often times it can be quite difficult for students with physical disabilities to experience inclusion within the career and technical education setting. However, implementing specific SPECIAL EDUCATION COMPENDIUM 49 techniques will allow them to experience full inclusion. To begin the inclusion process all CTE teachers who are working with students with physical disabilities should have a thorough understanding of the disability so that he/she is able to properly respond if the student needs medical assistance due to their disability (Wadsworth & Knight, 2008). Once teachers have a thorough understanding of the disability students area able to safely move into an inclusive CTE classroom. Additionally, students with physical disabilities want to feel as though they are the same as all of the other students in the classroom and want to receive social acceptance. This involves specific arrangement of the classroom, where students are working cooperatively in pre-determined groups according to seating arrangements (Wadsworth & Knight, 2008). This will increase the social acceptance of all students. Finally it is important to treat all students equally as they enter into the classroom. This means treating the student with physical disabilities the same as all other students. When equal treatment is viewed students will feel as though they accepted members of the class. However it is equally important to create a classroom environment that allows easy access despite their disability (Wadsworth & Knight, 2008). The CTE classroom should be arranged to allow the student to gain easy access to all areas of the classroom as well as all necessary and required materials. Students with physical disabilities are cognitively capable of completing the various tasks, however, they may experience physical limitations when it comes to completing various assignments. Providing students with physical disabilities the support of other students in the classroom by providing assistance in completing tasks that they are physically incapable of will allow the student to fell as though they are an accepted member of the class that the other students enjoy and respect (Wadsworth & Knight)
SPECIAL EDUCATION COMPENDIUM 50 Physical Disabilities: Differentiating Instruction When teaching students with physical disabilities it is important to ensure that they have equal access to the course information and materials that all other students have. In order to ensure this practice it is important to differentiate instruction in order to allow them to be successful. To begin to differentiate instruction in a CTE classroom, assess students to determine the modality of learning that best suits them as individuals and as a class. Once you have determined students preferred learning styles, lessons should be designed in order to meet the varied learning styles of the students. When dealing with students with physical disabilities it is important to provide lessons using multiple forms of media including books, audio, data displays, images, simulations and concept maps. The use of assistive technology can be extremely beneficial to students with physical disabilities, as it will still allow them equal opportunity to access the information (Ohio Department of Education, 2011). Additionally as the lesson is progressing students should be allowed to use multiple means of action and expression in order to express their knowledge regarding the content. This can be done through the use of assistive technology and removing all possible physical barriers in order to allow the success of the students (Ohio Department of Education, 2011). Students with physical disabilities should be able to receive equal access to all content materials and through differentiated instruction practices, and successful planning this is a strong possibility. Additionally, strategic grouping is another important aspect of differentiated instruction when working with students with physical disabilities. Offering students the ability to work in cooperative groups, on authentic project based assignments and providing clear expectations SPECIAL EDUCATION COMPENDIUM 51 can allow students to all help each other in order to be successful during the learning activity (Ohio Department of Education, 2011).
Physical Disabilities; Accommodations and Modifications In order to ensure the success of students with physical disabilities in the CTE classroom it is important to create specific accommodations and modifications to the content. Students with specific physical disabilities may struggle to take notes in the classroom. There are multiple ways in which these students can gain access to the notes and materials despite their disabilities. Some examples of accommodations that these students may receive is having access to a note taker, assistive technology, electronic copies, or tape record of any notes that the students are required to take (Council of Ontario Universities, 2013). The following video discusses examples of assistive technology that students can use in the classroom to assist students with physical disabilities (http://www.youtube.com/watch?v=zRN-NtwYJPM) Additionally, students with physical disabilities should have access to specific seating in the classroom based upon their individual needs (Council of Ontario Universities, 2013). This preferential seating may include seating that is relatively easy to access, and seating accessible to specific technology or views of classroom materials. The seating arrangements should be based upon the individual needs of the students. Outside of the physical classroom, students with physical disabilities need additional flexibility in the classroom environment. Other accommodations that student with physical disabilities may require is flexibility in scheduling and due dates of assignments and assessments (Council of Ontario Universities, 2013). Students with physical disabilities may require extra time to complete assignments and it is important to allow the students the extra SPECIAL EDUCATION COMPENDIUM 52 time in order to successfully complete the various assignments. If extensions are not adequate accommodations students may also require specific modifications. In this case you may need to discuss specific assignments with the students to determine appropriate methods for student participation (Council of Ontario Universities, 2013) Students with physical disabilities may have unique needs so it may be appropriate to talk students prior to assignments in order to create appropriate accommodations and modifications.
Physical Disabilities: Assessing and Evaluating Students When assessing and evaluating students with physical disabilities it is extremely important to provide them with reasonable opportunities to demonstrate their knowledge regarding the material that has been presented in the classroom. In order to accomplish this endeavor, specific techniques for assessing and evaluating these students need to be implemented. There are many different areas within the assessment and evaluation process that may create struggles for students with physical disabilities. When students are taking an exam these students may have access to a reader, translator or oral examinations. The chosen method should be based upon the specific needs of the individual students (ADCET, 2013). Additionally, students may have access to assistive technology as well as a quiet area in which to take their exams (ADECT, 2013). This will allow students to take their exams without the fear of distracting other students from their exams, while still having access to the necessary technology to allow them to be successful. Finally, students may require extra time to complete their assessments (ADECT, 2013). Students with physical disabilities may require extra time in order to complete their assignments based upon physical needs of accessing dispersed materials, preforming extensive research, completing exams, and writing papers. The students may be SPECIAL EDUCATION COMPENDIUM 53 capable of completing this work, but require extra time in order to be successful and turn in assessments that they can be proud of.
Physical Disabilities: Transitioning Students to Post-Secondary Endeavors As students with physical disabilities begin to transition out of high school it is extremely important to provide specific transition services to ensure the success of these students as they leave high school. To begin the process it is extremely important to teach the student self-advocacy skills this includes educating the students about their strengths, preferences and needs (West, 2006). This process will help students with physical disabilities to understand the services that they need as well as their strengths so that they continue to head in the correct direction following high school. After students learn self-advocacy skills it is important to teach students with physical disabilities how to obtain the necessary documentation in order to inform both employers and universities about the their particular disability (West, 2006). As students progress through the transition process they will learn skills about independence as well as gain knowledge about obtaining the necessary accommodations and modifications that they require in order to be successful in all endeavors. Students with physical disabilities need to learn to function independently, while still recognizing the assistance that they require (West, 2006). Above all within the transition process it is important to teach the students that they have self-worth and are capable of completing the various tasks (West, 2006). This is an extremely important endeavor as occasionally students with physical disabilities, may suffer from low self-esteem and it is important to work through increasing their self-esteem and allowing them to see everything that they are capable of doing on their own. SPECIAL EDUCATION COMPENDIUM 54
Physical Disabilities: Successful Teaching and Learning Strategies There are several useful strategies that are extremely helpful when teaching a classroom that contains students with physical disabilities. When implementing these strategies into the classroom students with physical disabilities will feel as though they are able to achieve success and will feel as though they are accepted members of the classroom. Arrange the classroom so that everyone is able to adequately move around the classroom and gain access to all of the required materials. Implement the buddy system so that another student is able to assist the students with physical disabilities when the need arises. Adjust and modify specific assignments in order to meet the needs of the students and to ensure the continued success of students in the classroom. Talk to the student to determine their individual needs. Provide the necessary assistive technology so that the students are able to complete all necessary assignments Be flexible with teaching strategies and accept suggestions in order to improve teaching strategies to meet the needs of specific students. (Torreno, 2012)
Health Impairments: Type, Definition and Prevalence According to IDEA Health Impairments includes students who have limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli that is the result of chronic or acute health problems (Allyn, 2010). There are two types of health disabilities that SPECIAL EDUCATION COMPENDIUM 55 include both chronic and infectious diseases (Allyn, 2010). All children experiences illnesses from time to time, however chronic illnesses are consistent and on going and adversely affect the educational experience of children. Some examples of chronic illnesses include Diabetes, Asthma, Epilepsy, heart conditions, Hemophilia, lead poisoning, Leukemia, Nephritis, Rheumatic Fever, Sickle Cell Anemia, and Tourette syndrome (NICHCY, 2012). An example of an infectious disease includes HIV/AIDS. According to the U.S. Department of Education approximately 1.4% of students are affected by Health Impairments, and receive special education services (2012).
Health Impairments: Disability Manifestations in the Classroom Unless the condition has a neurological component there is very little impact on overall learning. However, there are specific manifestations that occur in the classroom over time. These students as mentioned in IDEA may have limited strength, vitality, and alertness in the classroom due to their health impairments. Depending upon the specific health impairment there can be many different symptoms that the child may display so it is important to thoroughly research and understand the specific health impairments of your students. Typically students with health impairments require the assistance of school health services throughout the school day (NICHCY, 2012) As a result the student may need to make frequent visits to the nurse or other qualified individuals in order to receive the necessary services in order to maintain their health. Additionally, due to many health complications these students may experience frequent, sometimes long-term absences from the classroom (NICHCY, 2012). Consequently, these students may receive homebound instruction while they are recovering, prior to them returning to the Career and Technical Education Classroom. SPECIAL EDUCATION COMPENDIUM 56 Health Impairments: Inclusion Tips Students with health impairments want to be treated equal to all other students in CTE classrooms. When as mentioned earlier when a student with a specific health impairment is enrolled in the CTE classroom, a responsible educator will research the health impairment in order to provide the appropriate education for that particular student (National Association of Special Education Teachers, 2007). Additionally, communication between the CTE teacher as well as the special education team is important a important aspect of the inclusion process. Going through this process will allow all involved individuals to have a thorough understanding of changes that have occurred throughout the school year regarding the individual with health impairments (National Association of Special Education Teachers, 2007). With a thorough understanding of the health impairment teachers will be able to adequately meet the needs of the student. Additionally, it is equally important to modify and adapt the school environment to allow the student to participate in the classroom as safely as possible (National Association of Special Education Teachers, 2007). Often times, the students are able to fully participate in CTE classrooms with some adaptations to the environment. However, it is also important to provide a school experience that is as normal as possible (National Association of Special Education Teachers, 2007). Frequently, teachers will feel the need to be over protective of students with health impairments. These students just want to be accepted members of the classroom and participate to the fullest extent possible. Above all else students with health impairments want to feel accepted by their peers. As a result it important to teach all students in the classroom to accept all other individuals and not judge each other based upon the presence of disabilities. This can be done through strategic SPECIAL EDUCATION COMPENDIUM 57 grouping and creating cooperative activities where all students need to work together to complete a task in order to succeed.
Health Impairments: Differentiating Instruction Students with health impairments typically do not need to be taught anything outside of the standard curriculum. The biggest differentiation techniques that may be used for students with health impairments are altering the classroom routines and procedures. These include giving students extra time to get to class, allowing breaks, and assigning a buddy to the student to assist them in case of emergencies (National Association of Special Education Teachers, 2007). These small changes in the classroom routine are the best method that can be used to differentiate instruction for students with health impairments, as it will allow them to be successful. Despite the small change for students with health impairments it is still important to differentiate instruction for students with health impairments as you would all other students in order to meet individual needs and to allow for the highest level of learning to take place.
Health Impairments: Accommodations and Modifications The biggest issues that students with health impairments face are attendance based. As a result one of the most beneficial accommodations that can be provided to students with disabilities is flexibility (University of Washington, 2004). Additionally, providing a clear outline of classroom activities, assignments and assessments posted on the web can allow them to acquire important information without being physically present in the class (University of Washington, 2004). Keeping students informed of ongoing and upcoming assignments and SPECIAL EDUCATION COMPENDIUM 58 activities is essential to allowing their continued success in the classroom. Some other accommodations that may benefit students with health impairments includes: Providing students with copies of notes Videotaped class sessions Flexible attendance requirements Providing assignments in electronic formats An environment that minimizes fatigue and injury Required assistive technology (University of Washington, 2004).
Health Impairments: Assessing and Evaluating Students Students with health impairments face many difficulties during the assessment and evaluation process. There are many different reasons that is can pose a challenge to the students. One main reason is that the students frequently face sporadic attendance. However, the students are still responsible for the assessments and evaluation. One way that assessments and evaluations can be implemented to ensure the success of students with health impairments is through providing them with take home assessments that they can complete outside of the school. This will allow the students to work on the assessments and evaluations that will work for them. If the assessment or evaluation involves a hands-on component such as a project with the animals or a welding project providing the students with additional time, may also allow them to be successful. Some other methods of administering assessments and evaluations to students with health impairments is: Allowing the students extra time to take the assessments and complete the evaluations SPECIAL EDUCATION COMPENDIUM 59 Delivering exams on the internet Providing alternative times and locations for taking exams (University of Washington, 2004)
Health Impairments: Transitioning Students to Post-Secondary Endeavors When creating transition plans for students with health impairments it is important to consider many different aspects of the transition plan. These aspects include: Job Training and Employment: Students need to gain skills within their area of interest in order to begin to develop the necessary skills in order to succeed in the work environment Independent Living Skills: Students need to develop independent living skills that will allow them to live and be successful with their disability Leisure and Recreating: Students need to develop skills learning how to manage leisure and recreational time in order to keep themselves safe Health Care Management: Students need to develop skills managing their health and understand how their healthcare changes as they enter adulthood. (Berry, 2010).
Health Impairments: Successful Teaching and Learning Strategies Some strategies that can be used in classroom to teach students with health impairments include: Building a caring and nurturing classroom environment Teach students about the health impairment SPECIAL EDUCATION COMPENDIUM 60 Use of visuals Hands-on learning Cooperative learning and partner work Allowing for frequent and positive feedback Provide flexibility in scheduling and due dates of assignments Help the student to build on their strengths in order to be successful Provide frequent breaks to students (NICHY, 2012)
SPECIAL EDUCATION COMPENDIUM 61 References: Allyn, P. (2010). Physical or Health Disabilities Defined. Retrieved from http://www.education.com/reference/article/physical-health-disabilities-defined/ Australian Disability Clearinghouse on Education and Training. (2013). Teaching & Assessment Strategies for Students with Physical Impairments. Retrieved from http://www.adcet.edu.au/View.aspx?id=5774 Berry, D. (2010). Oklahoma State Department of Special Education Services. Other Health Impairments: A guide for supporting children and youth served in public schools. Retrieved from http://ok.gov/sde/sites/ok.gov.sde/files/SpecEd-OHIGuide.pdf British Columbia Ministry of Education. (2011). Teaching students with attention deficit/hyperactivity disorder: A resource guide for teachers. Retrieved from http://www.bced.gov.bc.ca/specialed/adhd/ Council of Ontario Universities. (2013). Teaching Students with Physical Disabilities. Retrieved from http://www.accessiblecampus.ca/educators/teaching-tips/physical-disabilities/ Department of Disability Services. (2013). Faculty Guide: Teaching & Interacting with Students with Disabilities. Retrieved from http://disability.tamu.edu/facultyguide/teaching#Ortho Dissemination Center for Children with Disabilities. (2013). Attention-Deficit/Hyperactivity Disorder (AD/HD). Retrieved, from http://nichcy.org/disability/specific/adhd#school Goodwin, J. (2012, August 17). Teens With ADHD May Need Help Making Transition to College. Health Day News. Retrieved from http://consumer.healthday.com/kids-health- information-23/attention-deficit-disorder-adhd-news-50/teens-with-adhd-may-need- help-making-transition-to-college-667646.html SPECIAL EDUCATION COMPENDIUM 62 Kupper, L. (2008). Teaching Students with Emotional Disturbances: 8 Tips for Teachers. National Dissemination Center for Children with Disabilities. Retrieved from http://nichcy.org/teaching-students-with-e-d LD Online. (2010). Helping the Student with ADHD in the Classroom: Strategies for Teachers. Retrieved from http://www.ldonline.org/article/5911 Lerner, J., & Johns, B. (2009). Attention deficit hyperactivity disorder and related disorders. In Learning disabilities and related mild disabilities: Characteristics,teaching strategies, and new directions (11 th edition, pp. 217-244). Boston, MA: Houghton Mifflin Harcourt Publishing Company. National Association of Special Education Teachers. (2007). Comprehensive Overview of Other Health Impairments. National Association of Special Education Teachers. Retrieved from http://www.naset.org/2278.0.html National Dissemination Center for Children with Disabilities. (2012).Other Health Impairment. Retrieved from http://nichcy.org/disability/specific/ohi National Institute of Mental Health. (2010). Attention Deficit Hyperactivity Disorder (ADHD). Retrieved from http://www.nimh.nih.gov/health/topics/attention-deficit-hyperactivity- disorder-adhd/index.shtml North Dakota Education Department. (2011). Strategies for Students with ADHD. Education.com. Retrieved November from http://www.education.com/reference/article/add-adhd-strategies-tips/ Ohio Department of Education. (2011). Strategies for Diverse Learners Using the UDL Model Focus on Students with Disabilities. Retrieved from SPECIAL EDUCATION COMPENDIUM 63 http://education.ohio.gov/getattachment/Topics/Academic-Content-Standards/New- Learning-Standards/Strategies-and-Resources-for-Diverse-Learners-Focus-on-Students- with-Disabilities.pdf.aspx Park, A. (2013, April 2). Understanding the Rise in ADHD Diagnoses: 11% of U.S. Children are Affected. TIME Magazine, 243. Retrieved from http://healthland.time.com/2013/04/02/understanding-the-rise-in-adhd-diagnoses-11-of-u-s- children-are-affected/ Rosenberg, M. (2010, July 20). FAQ Sheet About Students with TBI, Physical Disabilities, and Other Health Impairments. Education.com. Retrieved from http://www.education.com/reference/article/faq-TBI-physical-health-impairments/ Smith, D. (2010, July 20). Physical or Health Disabilities Defined. Education.com. Retrieved from http://www.education.com/reference/article/physical-health-disabilities-defined/ Taormina-Weiss, W. (2012, January 15). Disability, Mobility Impairments and Students with Disabilities. Disabled World. Retrieved fromhttp://www.disabled- world.com/disability/education/students.php Toolbox. (2013). Career and Technical Special Populations. Retrieved from http://ctsp.tamu.edu/instructional-videos/overview-of-ebd/toolbox/ Torreno, S. (2012). Teaching Strategies for Students With Physical Disabilities: Classroom Setup and More. Retrieved November from http://www.brighthubeducation.com/special-ed-physical-disabilities/51778-teaching- strategies-for-students-with-physical-disabilities/ University of Washington. (2004). The Faculty Room. Health Impairments. Retrieved from http://www.washington.edu/doit/Faculty/Strategies/Disability/Health/ SPECIAL EDUCATION COMPENDIUM 64 U.S. Department of Education. (2012). Students with Disabilities. National Center for Education Statistics. Retrieved November 22, 2013, from http://nces.ed.gov/fastfacts/display.asp?id=64 U.S. Department of Education. (2008). Teaching Students with Attention Deficit Hyperactivity Disorder: Instructional Strategies and Practices. Retrieved from http://www2.ed.gov/rschstat/research/pubs/adhd/adhd-teaching-2006.pdf Wadsworth, D., & Knight, D. (2008). Intervention in School and Clinic. Preparing the Inclusion Classroom for students with Special Physical and Health Needs. Retrieved from http://www.sagepub.com/kwilliamsstudy/articles/Wadsworth.pdf West, L. (2006, January 2). Advising High School Students with Disabilities on Postsecondary Options. Guidance and Career Counselor's Toolkit. Retrieved from http://c3n- dc.com/uploads/201308221605477422_Guidance_Counselor_Toolkit_for_Students_wit h_Disabilities.pdf
SPECIAL EDUCATION COMPENDIUM 65
Chapter 4: Visual Impairments; Hearing Impairments; Intellectual Disability; and Other Severe Disabilities Danielle Breese, Barbara Gorbaty, Patrick Hall EDU 753, Inclusion: Teaching Exceptional Students in the CTE Environment
SPECIAL EDUCATION COMPENDIUM 66 Visual Impairments: Type, Definition and Prevalence: Visual impairments include students that are both legally blind as well as those with limited vision (Mastropieri, 2010). Students who are legally blind and have low vision include the population of students that are still able to learn to read using books that contain large print, while students with limited vision also referred to as totally blind learn to read using the Braille system and through hearing audiotapes (Mastropieri, 2010). Approximately .04% of students are diagnosed as having visual impairments (Mastropeiri, 2010). Visual impairments include students with glaucoma (excessive pressure of the eyeball), cataracts (clouding of the lens), diabetic retinopathy (lack of blood to the retina), coloboma (parts of the retina improperly formed), retinitis pigmentosa (degeneration of the retina), and retinopathy of prematurity (excessive oxygen to premature infants), strabismus (cross-eyed), and nystagmus (rapid involuntary eye movements) (Mastropieri, 2010).
Visual Impairments: Disability Manifestations in the Classroom: A student with visual disabilities will often display common symptoms win the classroom that include: Delayed language development Relying upon tactile and auditory senses Engaging in repetitive behaviors (head weaving and body rocking) Variance in mobility skills (Mastropieri, 2010). SPECIAL EDUCATION COMPENDIUM 67 Additionally, please refer to the following website for some additional signs that a student may be experiencing vision loss. http://www.mass.gov/eohhs/docs/dmr/signs-of-vision- loss.pdf.
Visual Impairments: Inclusion Tips: Students with visual impairments often struggle in the academic setting and it is important to ensure that they feel as though they are accepted members of the classroom. Students with visual impairments enrolled in CTE courses may have some learning advantages as they are able to use their other senses to complete the various hands-on activities. Despite the advantage in CTE classrooms it is important to ensure that the students have equal access to the course materials and content. Here are some specific tips to include in the classroom: Get to know the students and their unique needs Adapt the physical environment by clearing aisle ways Familiarize all students with the physical arrangement of the classroom Notify students of any changes to the physical environment Enlarge and enhance printed materials to allow all students to easily read any postings Ensure that all materials have easy visibility Translate all materials to braille Use models to enhance student understanding Provide explicit oral directions for all activities (Mastropieri, 2010).
SPECIAL EDUCATION COMPENDIUM 68 Visual Impairments: Differentiating Instruction: When teaching students with visual impairments it is important to use differentiated instruction to ensure the success of all students in career and technical education courses. There are a variety of techniques that can be used to differentiate instruction that benefits students with visual impairments as well as all other students in the classroom. The best way to reach all learners including those with visual impairments is through presenting information using multiple forms of media, multiple examples, and using multiple modalities (Bakken, 2012). This technique will allow students with visual impairments multiple opportunities to gain access to the material in a format that is most suitable to their individual needs. Additionally, teachers should focus on the main topics within a unit. Teachers should not expect all individuals to master all of the small details within a unit. It is more important to focus on the main ideas within a unit so that students can gain the necessary required knowledge. Finally, students should be able to demonstrate their knowledge using different modalities. Students should not all be required to turn in the same assignment, however they should have the opportunity to model their acquired skills using different techniques (Bakken,2012). For example, in regards to agricultural sciences, students may have the opportunity to demonstrate their knowledge about vaccinations through oral explanations, creating a presentation, or another appropriate alternative that may not require as much vision as writing a paper. Through this assignment all students are demonstrating their acquired knowledge regarding vaccinations; however, each student is presenting their knowledge using a different format. Through this method of differentiated instruction all students are able to build upon their strengths. SPECIAL EDUCATION COMPENDIUM 69 Visual Impairments: Accommodations and Modifications: In order to continue to meet the needs of students with visual impairments these are specific accommodations and modifications that need to be incorporated into the classroom to allow the students to be successful. Some accommodations and modifications that Career and Technical Education teachers may use in order to ensure the success of students with visual impairments is through the following methods: Familiarize the student with the classroom and laboratories Keep classroom and laboratories free of clutter Be specific with descriptive language when locating persons and objects Provide the student with a peer/buddy system to assist when needed Provide preferential seating in order to provide them with the best visibility Provide appropriate assistive technology to allow the students equal access to the course content and materials Verbalize all notes and instructions Provide extra time to students in order to complete assignments Use bold, sharp print for all assignments and notes Provide students with Braille copies when necessary Provide audio tapes of readings (Carney, 2003). The following video discusses additional adaptations and evaluations that can be used for students with visual impairments http://www.youtube.com/watch?v=jZILPb-qT-Y.
SPECIAL EDUCATION COMPENDIUM 70 Visual Impairments: Assessing and Evaluating Students: Assessments and evaluations can be especially difficult for students with visual impairments. As is similar with many other disabilities it is important to consider each students unique needs. The following strategies may be useful for students with visual impairments in order to increase the quality of their work: Allow additional time for completing assessments and evaluations Break the assessment and evaluation up to complete various portions on different days Reduce the number of required examples that will demonstrate student understanding Reduce the number of questions to be answered Provide alternative assessment methods Provide a scribe Provide oral assessments and evaluations (Carney, 2003)
Visual Impairments: Transitioning Students to Post-Secondary Endeavors: As students with visual impairments begin to move throughout the high school level it is important to consider the transition that these students will face as they enter adulthood. Students with visual impairments have additional educational needs that need to be addressed in order to ensure their success. The first educational need is developing visual efficiency, and providing techniques and skills for students to develop their limited vision as efficiently as possible (Carney, 2003). This process will allow the students to use visual techniques that they had not previously been aware of to assist them in learning process. Next students with visual impairments need practice in concept development in order for them to create connections SPECIAL EDUCATION COMPENDIUM 71 between vocabulary and concrete objects and abstract ideas (Carney, 2003). This will help them to continue to develop their vocabulary and knowledge in order to be successful past high school. Students also need to develop their listening skills to develop their ability to learn through listening (Carney, 2003). This knowledge will allow students to gain access to visual materials and to develop their other senses in order to assist them in learning process. Additionally, these students need to develop knowledge regarding their specific eye conditions so that they are able to comfortably talk to and educate others about their condition (Carney, 2003). These students also need to continue to develop their motor skills in order to provide them with the highest level of mobility that they can achieve (Carney, 2003). Above all else, it is important to teach students with visual impairments socialization, living, and career skills in order to ensure their continued success beyond the classroom (Carney, 2003). Socialization skills are extremely important, as they need to learn specific interaction skills that they may not gain from observing the behavior of others. Additionally, it is important for students with visual impairments to learn how to take care of themselves and not rely on others (Carney, 2003). Finally, students need to learn career skills and this is done through analyzing their strengths and needs and developing skills within that particular field in order to ensure their on-going success.
Visual Impairments: Successful Teaching and Learning Strategies: In order to best meet the needs of students with visual impairments there are several effective teaching strategies that teachers can use in order to allow students with visual impairments with to experience success in the classroom. These strategies include: Develop a program plan to determine the appropriate needs of individual students SPECIAL EDUCATION COMPENDIUM 72 Provide appropriate accommodations and modifications to ensure student success Prepare appropriate handouts and reading materials for students according to individual student needs (e.g. enlarged print and braille) Talk while you teach to ensure that students do not miss visual cues Provide real life examples to provide appropriate concrete examples in order to ensure understanding and organization of ideas Provide individual explanation to ensure student comprehension Pre-teach vocabulary and key concepts to orient students Encourage quality over quantity when students are completing assignments (Carney, 2003).
Hearing Impairments: Type, Definition and Prevalence: Students with hearing impairments include students that have hearing impairments that include mild, moderate, severe, and profound depending upon how well a person is able to hear sound intensities and frequencies (NICHCY, 2010). Hearing impairments include students that are hard of hearing as well as deaf (Scruggs, 2010). Students that are hard of hearing have the ability to hear speech tones with appropriate hearing aids, while deaf individuals are unable to hear even with appropriate assistance (Scruggs, 2010). Approximately .11% of school-aged students are diagnosed as having hearing impairments (Scruggs, 2010). There are multiple causes of hearing impairments that include heredity, prenatal infections, ear infections, meningitis, head trauma, prematurity, and oxygen deprivation (Scruggs, 2010). There are four types of hearing impairments that include conductive, sensorineural, mixed and central (Scruggs, 2010). Conductive hearing impairments include SPECIAL EDUCATION COMPENDIUM 73 those that affect the outer or middle ear and usually affect all frequencies, but do not result in severe losses (NICHCY, 2010). Sensorineural include those that affect the inner and range from mild to profound and affect their ability to hear certain frequencies (NICHCY, 2010). Mixed hearing losses is a combination of conductive and sensorineural and affects both the outer or middle and inner ear (NICHCY, 2010). Central hearing losses results in impairments to the nerves and central nervous system (NICHCY, 2010).
Hearing Impairments: Disability Manifestations in the Classroom: A student is who displays symptoms hearing impairment will display specific common behaviors in the classroom that include: Lack of attention Use of gestures Obtaining the best results during group assignments Acting out Preoccupied with various objects in the room Responds to noises instead of words Turning or cocking the head Lack of speech development Monotone voice Inability to follow directions Imitates others Reluctance to orally participate Impaired motor skills SPECIAL EDUCATION COMPENDIUM 74 (French, 2004)
Hearing Impairments: Inclusion Tips: Students with hearing impairments often struggle in the academic setting and it is important to ensure that they feel as though they are accepted members of the classroom. Students with hearing impairments enrolled in CTE courses may have some learning advantages as they are able to use their other senses to complete the various hands-on activities. Despite the advantage in CTE classrooms it is important to ensure that the students have equal access to the course materials and content. The following website contains various tips for creating an inclusive classroom for students with hearing impairments. This website includes tips for creating an inclusive classroom during lectures , during assignments and exams, general ideas, specific strategies depending upon student needs, group work, and using visual aids. http://www.ferris.edu/htmls/colleges/university/disability/faculty-staff/classroom- issues/hearing/hearing-strategy.htm
Hearing Impairments: Differentiated Instruction: The following video contains information about using differentiated instruction in order to meet the varied needs of students with hearing impairments. http://www.learnnc.org/lp/editions/every-learner/6393
Hearing Impairments: Adaptations and Accommodations: In order to continue to meet the needs of students with hearing impairments these are specific accommodations and modifications that need to be incorporated into the classroom to SPECIAL EDUCATION COMPENDIUM 75 allow the students to be successful. Some accommodations and modifications that Career and Technical Education teachers may use in order to ensure the success of students with visual impairments is through the following methods: Adapt the physical environment so that students are able to maximize their hearing Avoid loud or irritating noises within the classroom setting Use appropriate technology in order to meet the needs of students Use visuals to introduce vocabulary and enhance understanding Create real world learning experiences Use hand signals to alert learners of what is to come next Repeat information to ensure adequate understanding Plan for interpreters to translate necessary information (Scruggs, 2010). The following website provides a checklist for additional accommodations and modifications for students with hearing impairments (http://successforkidswithhearingloss.com/impact-on- listening-and-learning/accommodations)
Hearing Impairments: Assessing and Evaluating Students: Assessments and evaluations require specific techniques in order to ensure success of students with hearing impairments. As is similar with many other disabilities it is important to consider each students unique needs. The following strategies may be useful for students with hearing impairments in order to increase the quality of their work: Provide individual testing times in separate rooms Extend the time limits as necessary SPECIAL EDUCATION COMPENDIUM 76 Allow sufficient time for interpreters during oral exams Allow students to draw illustrations Use performance-based testing measures (Scruggs, 2010).
Hearing Impairments: Transitioning Students to Post Secondary Endeavors: As students with hearing impairments begin to move throughout the high school level it is important to consider the transition that these students will face as they enter adulthood. Students with hearing impairments have additional educational needs that need to be addressed in order to ensure their success. These include: Learn the students strengths and needs in order to identify transition goals Understand their individual hearing loss and how it affects them in the academic world, social, and work world Determine the accommodations and modifications needed for successful futures Attain self-advocacy skills Attain daily life skills for independent living (Colorado Families for Hands and Voices, 2004)
Hearing Impairments: Successful Teaching and Learning Strategies: In order to best meet the needs of students with hearing impairments there are several effective teaching strategies that teachers can use in order to allow students with hearing impairments with to experience success in the classroom. These strategies include: Strategically position yourself to allow students to see you as you are speaking SPECIAL EDUCATION COMPENDIUM 77 Use visual attention-getters Encourage the use of the hearing that the students have Learn some basic signs to use during classtime Use demonstrations during lessons to teach various concepts Maintain active involvement of the students throughout the lesson Pre-teach the lesson to students with hearing impairments before introducing the activity to the remainder of the class Talk to the individual and not the interpreter Use handouts throughout the lesson so that all students have equal access to the materials (French, 2004)
Intellectual Disability: Type, Definition and Prevalence Intellectual disability is characterized by deficits in intellectual functioning and adaptive behavior. Symptoms must occur prior to age eighteen. Initially intellectual disability was characterized by an IQ score below 75, which suggests limitations on learning, problem solving and general mental capacity. Difficulties in adaptive behavior would be expected in the areas of conceptual skills (literacy, working with numbers), social skills (ability to interact interpersonally and take on social responsibility), and practical skills (activities of daily living, occupational skills). These disabilities can be caused by genetic conditions such as downs syndrome, by environmental exposure such as in fetal alcohol syndrome, or as a result of other disease or injury. An excellent video describing the disability can be found at http://www.youtube.com/watch?v=V_mTP9WLdcI SPECIAL EDUCATION COMPENDIUM 78 Just under 1% of students nationally are identified as having intellectual disabilities. In Vermont, this represents approximately 7% of the special needs population. (VT AOE, n.d.)
Intellectual Disability: Disability Manifestations in the classroom Students with intellectual disabilities will likely express weak academic skills, difficulty with problem solving and social skills inconsistent with their peers. There can be a wide range of capability or disability among these students, which should be addressed by the students IEP. Persons with severe disability may be provided with a one-on-one aide if needed.
Specific learning disabilities 35% Emotional disturbance 17% Speech or language impairment 12% Hearing impairment 1% ADHD is incuded under "Other health impairment" 18% Autism 8% Intellectual disability 7% Multiple disabilities 2% Orthopedic impairment 0% Traumatic brain injury 0% Visual impairment 0% Deaf-blindness 0% Vermont Special Needs Distribution 2011-12 Intellectual Disability Emphasized SPECIAL EDUCATION COMPENDIUM 79 Intellectual Disability: Inclusion Tips For many intellectually disabled students, all education will be centered on life skills. Building connections between the curriculum and the needs of these students to achieve maximum independence and functionality in the community is important. All instruction provided should be concrete and broken into small manageable components or steps. Transferability of knowledge from one context to another should not be assumed or anticipated. Positive social interaction is important for these students, and inclusion in group activities including CTSOs can be a great benefit to them. Persons with intellectual disabilities have significantly greater risk of being victimized than the general population. They are twice as likely to be victims of assault (physical and sexual) or robbery, and they are one-and-a-half times more likely to be victims of property crimes including theft and breaking and entering. Also, they are more likely to be victims of less violent offenses including being cheated or swindled. They may also become victims of teasing or bullying. (Fisher, Moskowitz, & Hodapp, 2012). Awareness of the potential for these students to be targets allows the teacher to be more vigilant on their behalf.
Intellectual Disability: Differentiating Instruction Modifying assignments to meet the abilities of intellectually disabled students can provide them with opportunities for success. The targeted learning should be consistent with the goals of the students IEP. For example if a class is learning about invoicing, a student may not be able to calculate price mark-up based on a percentage formula, but the exercise could be used to increase financial awareness and how to read an invoice. The student might not be able to predict the schedule on which a printer would need to be reloaded based on the overall scope SPECIAL EDUCATION COMPENDIUM 80 of a job, but they might be trained to acknowledge warning messages for low supply on the equipment.
Intellectual Disability: Accommodations and Modifications Common accommodations for students include: Provide instruction in the most concrete form possible. Use visuals and manipulates and demonstrations. Break longer, new tasks into small steps; Have the student do the steps, one at a time with assistance, as needed. Provide student immediate feedback. Students may be provided with reduced or modified curriculum goals which are consistent with their individual learning needs and plans.
Intellectual Disability: Assessing and Evaluating Students Assessment of adaptive behaviors, those required for functioning independently within the community is of particular importance for students with intellectual deficits. The levels of support to which they will have access over time is dependent on clear understanding of their functional needs. Therefore it is important not only to look at a students functioning on a task or skill with regard to classroom performance, it is important to consider the independence with which she can perform the skill and her ability to apply that skill in a different context. What supports would need be provided to assist functioning in a job setting?
Transitioning this student to post-secondary education (PSE) and related careers. SPECIAL EDUCATION COMPENDIUM 81 Students with intellectual disabilities often require strong, cohesive support structures to increase their success. These may include family, community organizations, and vocational rehabilitation services. Coordinated efforts between multiple parties can ensure that needs are being met with regard to activities of daily living, transportation, ongoing occupational training and or participation. Research on PSE for students with intellectual disabilities is relatively new, and it is hindered by a lack of clear data, by inconsistent definitions, and by small numbers of participating universities and colleges. A clear relationship between employment and PSE for intellectually disabled students has not yet emerged. Further, there is concern regarding unintended consequences(emotional, behavioral, medical, or psychiatric) for students, as these have occurred in other forms of programming. Research and Training Center on Community Living, 2011)
Intellectual Disability: Transitioning Students to Post-Secondary Endeavors Safety issues are of critical importance for students with intellectual abilities, as they may be less likely to identify areas of concern without explicit instruction. Shop supervision is critical. Identifying areas of both ability and satisfaction with task can lead to increased direction in career planning. Making instruction consistent with the students personal learning goals allows for increased success. Building connections between classroom learning and life skills will benefit the student.
Other Severe Disabilities: Type, Definition and Prevalence: SPECIAL EDUCATION COMPENDIUM 82 The definition of a Severe Disability is as follows: "individuals of all ages who require extensive ongoing support in more than one major life activity in order to participate in integrated community settings and to enjoy a quality of life that is available to citizens with fewer or no disabilities" (TASH, p.19), (Retrieved from: http://www.answers.com/topic/education-of-individuals-with-severe-and-multiple-disabilities). An example of someone with a severe disability could be someone with Mental Retardation as they are missing the ability to fully communicate on their own. A person with severe disabilities requires the involvement threw additional support for successful interaction. Often times additional medical conditions impair movement, hearing and vision. http://www.youtube.com/watch?v=2G__OH0-74U
Multiple Disabilities: In most of the research you find out there Severe Disability is paired with Multiple Disability. Multiple Disabilities is the combination of more than one disability such as mental retardation and cerebral palsy. In many cases such impairments have the inability to be accommodated with the sole expectation that SPED programs will satisfy the individuals needs. Legislation differs in these certain cases and programing differs in certain situations requiring alternative accommodations, (Code of Federal Regulations, 1999, Vol. 34 Sec. 300.7, [c] [7]). (Dual sensory impairment, or deaf-blindness, is defined as a separate disability group.) (Retrieved from: http://www.answers.com/topic/education-of-individuals-with-severe-and- multiple-disabilities). Read more: http://www.answers.com/topic/education-of-individuals-with- SPECIAL EDUCATION COMPENDIUM 83 severe-and-multiple-disabilities#ixzz2lua2B3Cm.
Severe Disabilities: Disability Manifestations in the Classroom Behaviors in the classroom deal with functionality of the student. In a CTE environment there is very little to low information on students with severe disability or multiple disabilities. CTE environments are high functioning educational laboratories or developed to simulate the actual setting a student will be challenged to replicate in a real world setting. The ability of a person with a severe disability to be successful is extremely low and presents multiple safety hazards as well as functionality realizations. As most reputable organizations and educational programs strive to create opportunities for all LD persons, certain environments cannot require accommodations for persons with severe disabilities. Technical standards are created in the CTE environment and are presented to create a clear and concise depiction of the environment a student will be fronting. ADA requirements are established to protect SPECIAL EDUCATION COMPENDIUM 84 individuals with LD, but the severity of the disability prohibits the individual from participating in the program. Research on individuals with severe disabilities and multiple disabilities in the CTE environment is little to none.
Severe Disabilities: Inclusion Tips In a CTE environment once again there is little to no information on successful practices on severe disability students. The following is an informational piece retrieved from NICHCY. (NICHCY, 2012). http://nichcy.org/multiple-disabilities-in-your-classroom
Practical Tips for Teachers How do you address the learning needs of your students with multiple disabilities? Here are some tips that you can use right away in your classroom. 1. Tap into the students strengths. Each student with multiple disabilities has his or her own set of skills, strengths, and learning needs, which are documented in the IEP (always start with the IEP!). So, its a good idea to find out more about the students strengths and interests. Parents are a great source of this information, so is the student! 2. Be ready to make modifications. The right modifications and accommodations in the classroom can help a student with multiple disabilities access the general education curriculum at a grade-appropriate level. Find out about Supports, Modifications, and Accommodations for Students at: http://nichcy.org/schoolage/accommodations SPECIAL EDUCATION COMPENDIUM 85 3. Ask for the program supports or modifications you need to be included in the IEP. The students IEP can include Program Modifications for School Personnel. Read about this at: http://nichcy.org/schoolage/iep/iepcontents/modifications-personnel 4. Partial participation can make the difference. Partial participation means making modifications to the task so that a student with multiple disabilities isnt excluded from activities. Even if the student isnt able to complete a task fully or independently, he or she can still participate and benefit from the learning taking place. 5. Learn about assistive technology (AT). AT is often the key to inclusion for many students with multiple disabilities. Computers, augmentative/alternative communication systems, and communication boards are just some examples of helpful AT. Visit the Center on Technology and Disability to learn more about which AT devices may be useful for your student: 6. Learn about accessible textbooks. The law requires that schools provide students with print disabilities with accessible instructional materials. If your student has difficulties using print materials, visit the National AIM Center to learn where and how to get textbooks and workbooks that your student will be able to use: http://aim.cast.org/ 7. Dont give up on a goal; practice and reinforce. If your students disabilities affect his or her intellectual functioning, he or she will be slower to learn new things and will have difficulty applying that learning in new situations. Do not, however, assume that a student who is having difficulty cannot achieve a goal. Plan more hands-on opportunities for learning and practice, give feedback immediately, and repeat the learning task in different settings. SPECIAL EDUCATION COMPENDIUM 86 8. Deal with behavior issues. Disabilities often affect a students behavior, and a combination of disabilities can be especially disruptive. If the students behavior is affecting his or her learning or the learning of others, find effective strategies in our Behavior Suite: http://nichcy.org/schoolage/behavior 9. Make the most of paraprofessionals. Some students with multiple disabilities will require the support of an aide or paraprofessional. Learn effective strategies for working with paraprofessionals on our Paraprofessionals page: http://nichcy.org/schools-administrators/paras 10. Be involved in the students transition planning. IDEA requires that IEP teams and students plan ahead for the students transition from school to the adult world. This is especially crucial for a student who has multiple disabilities. When the time comes for the student to begin planning, have a look at our Transition Suite: http://nichcy.org/schoolage/transitionadult
Severe Disabilities: Differentiating Instruction Differentiation for students with severe disabilities is extremely difficult to nonexistent. Students in a CTE environment need to show and display proficiency in the skills and or competencies needed to complete evaluation in certain subject matter. Understanding of concepts, replication of practices, and presentation of practical learning is required. Differentiation complies with changing testing, evaluation, and deliverance of subject matter. In CTE environments differentiation is a constant variable. Students can access web sites, be assessed in different practical forums, and have the opportunity to express the key learning SPECIAL EDUCATION COMPENDIUM 87 points that would suit their learning style. The stage for success of a severe disability student is very low.
Severe Disabilities: Accommodations and modifications Accommodations and Modifications are terms that are frequently used when we have students with disabilities join classes and programs. The definition between the two becomes confusing as uniformed educators relate the two as having the same meaning. According to NICHCY the definition of the two should be clearly defined. Accommodations is; is a change that helps a student overcome or work around the disability (NICHCY, 2010). Modification is; change in what is being taught to or expected from the student, (NICHCY, 2010). The limitations on what the student can or cannot do, impacts their preparation to enter the carrier and or post-secondary forum. Accommodations can be made to target the specific learning style of the student so that the teacher can accurately evaluate the student on proficiency of skills to enter either the next level of training, or to highlight the knowledge they have learned from the class or lesson in the manner of their disability. Accommodations are implemented to give the student a chance to display their knowledge. Modifications change the material to suit the student. In either situation it should be both an aid for the student and a way of assessment for the instructor. In CTE environments modification will not necessarily help the student absorb the correct information and skills they need to relate to the end result, which is actual industry experience. Preparing students to enter a specific field or concentration requires a specific concentration of subject matter. Modification of that subject matter will not provide an actual representation of what the student is to expect. Students with severe disabilities simply may not be able to achieve specific skills SPECIAL EDUCATION COMPENDIUM 88 and or technique required for industry, with accommodations or modifications because of their disability. Most accommodations and modifications are built around general education classes for the student to successfully participate in. Here are is an example of accommodations retrieved from the NICHCY web site: Scheduling. For example, giving the student extra time to complete assignments or tests breaking up testing over several days Setting. For example, working in a small group working one-on-one with the teacher Materials. For example, providing audiotaped lectures or books giving copies of teachers lecture notes using large print books, Braille, or books on CD (digital text) I nstruction. For example, reducing the difficulty of assignments reducing the reading level using a student/peer tutor Student Response. For example, allowing answers to be given orally or dictated using a word processor for written work Using sign language, a communication device, Braille, or native language if it is not English. SPECIAL EDUCATION COMPENDIUM 89 In relation to CTE courses this framework can differ extremely as the subject matter is more concentrated and specific to the carrier path. An example is that all students need to have a certain level of Math, English, and Science, to graduate from high school. CTE courses involve many aspects of general education courses in their programs as the subject matter is essential for life skills. CTE education does not accentuate a general life skill, but rather a specific carrier concentration. Accommodations and modifications for severe disability students are geared to general education and not CTE subject matter. The end result is that accommodations and modifications need to be geared to the specific disability.
Severe Disabilities: Evaluation and Assessment Assessment for a student with severe disabilities is not your common question and answers testing forum that you normally would see in a traditional classroom setting. Most schools use a form of alternative assessment, which involves a great deal of collaboration between the parent and the teacher together. Much of the learning for a student with severe disabilities or multiple disabilities are to gear them for building life skills with the end result to be that the student will have a bit of self-sufficiency. Assessment is administered by participation with a variety of cerebral proficiencies, which allows the student to demonstrate the knowledge learned. In CTE environments the difficulty for a student with severe disabilities would be that a student would have to show proficiency by achieving certain tasks related to the specific carrier path. Demonstration of subject knowledge could be administered by means of alternative assessment, but unfortunately the student might have difficulty with the practical piece that would be required in a CTE environment.
SPECIAL EDUCATION COMPENDIUM 90 Severe Disabilities: Transition to Post-Secondary Endeavors One of the biggest things a student with severe disabilities needs to know are the laws regarding students with disabilities. Areas such as entrance exams and funding become key points to a student with severe disabilities as it dictates weather the institutions is liable to make accommodations to the entrance exam and credited course. Schools that are private and do not receive federal funding might be more difficult with the level of acceptance. Research of post- secondary institutions prior to leading the student to that particular institution is imperative and a full understanding of the rights and law behind the students disability are extremely helpful to the student as they choose a post-secondary pathway or a carrier pathway. Also a realistic approach about the students disability in a particular carrier path might help the student evaluate their particular success rate when choosing a particular carrier. The following website offers a great check list / question and answer forum. http://www2.ed.gov/about/offices/list/ocr/transitionguide.html
Severe Disabilities: Successful Teaching and Learning Strategies Successful teaching and learning strategies for students with sever disabilities once again are successful pertaining to the specific disability. Things such as motor skills, communication, and listening comprehension are often diminished according to the students disability. Allowing for alternative assessment and expression would be helpful to the success of a student with a severe learning disability if applicable. Often times allowing assistance such a providing the student with a note taker, or allowing the student the use of audio devices for lecture and classroom segments of CTE courses. Allowing the student the option to audit sections of classes multiple times can also help because of the repetitive nature. Also allowing SPECIAL EDUCATION COMPENDIUM 91 extra one on one time between the teacher and student. In general if a teacher allows for adaption to classroom lesson planning and providing an environment for the student to interact in the CTE classroom setting takes place it will benefit the student with sever learning disabilities.
SPECIAL EDUCATION COMPENDIUM 92 References: About Buzzle, 2000-2012, 2013, Retrieved from: http://www.buzzle.com/articles/types-of- disabilities.html Bakken, J. P. (2012). Behavioral disorders: identification, assessment, and instruction of students with EBD. Bingley, UK: Emerald. Bethesda Institute. Jul 5, 2011. What is Intellectual Disability? Retrieved from http://www.youtube.com/watch?v=V_mTP9WLdcI Carney, S. (2003). Saskatchewan Learning. Teaching Students with Visual Impairments. Retrieved from http://www.education.gov.sk.ca/vision Center for International Rehabilitation Research Information and Exchange (CIRRIE), 2008- 2013, Retrieved from: http://cirrie.buffalo.edu/encyclopedia/en/article/114/ Colorado Families for Hands & Voices. (2004). The Transition Process from High School to Post-Secondary Education for Deaf and Hard of Hearing Students. Hands and Voices. Retrieved from http://www.handsandvoices.org/needs/pdf_imgs/transition.pdf Davis, L. (August 2009). People with Intellectual Disabilities in the Criminal Justice System: Victims & Suspects. Retrieved from http://www.thearc.org/page.aspx?pid=2458 Fisher, M. H., Moskowitz, A. L., & Hodapp, R. M. (2012). Vulnerability and Experiences Related to Social Victimization Among Individuals With Intellectual and Developmental Disabilities. Journal of Mental Health Research In Intellectual Disabilities, 5(1), 32-48. doi:10.1080/19315864.2011.592239 French, R. (2004). APE Fact Sheets. Hearing Impairments. Retrieved from http://www.tahperd.org/LINKS/links_pdfs/APE%20factsheets/Hearing_Impairment.pdf SPECIAL EDUCATION COMPENDIUM 93 Martin, D. (2012). Deaf learners and successful cognitive achievement. Retrieved from http://www.learnnc.org/lp/editions/every-learner/6393 Mastropieri, M. (2010). Visual Impairments. Education.com. Retrieved from http://www.education.com/reference/article/visual-impairments/ National Joint Committee on Learning Disabilities, 2013, Retrieved from: http://www.ldanatl.org/pdf/NJCLD%20Comp%20Assess%20Paper%206-10.pdf NICHCY. (2010). Deafness and Hearing Loss. Disability Fact Sheets. Retrieved from http://nichcy.org/wp-content/uploads/docs/fs3.pdf NICHCY. Intellectual disability. Retrieved from http://nichcy.org/disability/specific/intellectual NICHY, 2012, Retrieved from: http://nichcy.org/multiple-disabilities-in-your-classroom Research and Training Center on Community Living, Institute on Community Integration College of Education and Human Development, University of Minnesota (2011). Policy Research Brief: Postsecondary Education for Students with Intellectual and Developmental Disabilities: A Critical Review of the State of Knowledge and a Taxonomy to Guide Future Research. Retrieved from http://ici.umn.edu/products/prb/211/default.html Scruggs, T. (2010). Hearing Impairments. Education.com. Retrieved from http://www.education.com/reference/article/hearing-impairments/ The Gale Group Inc., 2002, Retrieved from: http://www.answers.com/topic/education-of- individuals-with-severe-and-multiple-disabilities U.S. Department of Education, 2007, 2013, Retrieved From: http://www.ed.gov/ Vermont Agency of Education. (n.d.). Retrieved from http://education.vermont.gov/new/html/maindata.html SPECIAL EDUCATION COMPENDIUM 94
Chapter 5: Autism Spectrum; Gifted and Talented; and Multiple Disabilities
Danielle J. Breese
EDU 753, Inclusion: Teaching Exceptional Students in the CTE Environment
SPECIAL EDUCATION COMPENDIUM 95 Autism Spectrum: Type, Definition, and Prevalence
Autism Spectrum Disorders (ASDs) are group of complex brain disorders that significantly impact the students ability to develop socially, behaviorally, and their ability to communicate effectively (Centers for Disease Control and Prevention, 2012). The affects of autism may be mild or severe depending upon the type and severity of autism (Center for Disease Control and Prevention, 2012). Autism Spectrum Disorder (ASD) has three different types that include Autistic Disorder, Asperger Syndrome, and Pervasive Developmental Disorder (Center for Disease Control and Prevention, 2012). Autistic Disorder is characterized by significant delays in language, challenges with communication, and unusual behaviors and interests (Center for Disease Control and Prevention, 2012). Asperger Syndrome is characterized by milder symptoms with children displaying social challenges and unusual behaviors and interests (Center for Disease Control and Prevention, 2012). Pervasive Developmental Disorder is also known as atypical autism where the individual may only meet some, but not all of the criteria for autistic disorder or Asperger syndrome. As a result individuals have milder symptoms, which will affect them socially (Center for Disease Control and Prevention, 2012). According to the U.S. Department of Education approximately .8% of students are affected by Autism Spectrum Disorder and receive special education services (2012).
Autism Spectrum: Disability Manifestations in the Classroom A Student who displays symptoms of Autism Spectrum Disorder will display specific common behaviors in the classrooms that affect the students communication, result in social impairment, and behavioral differences. The following discusses the various disability SPECIAL EDUCATION COMPENDIUM 96 manifestations and provides specific examples of the three different areas of impairment and how they affect students. (http://www.youtube.com/watch?v=0Pp8jcQ97pY).
Autism Spectrum: Inclusion Tips Students with Autism Spectrum Disorder often struggle in the academic setting, as other students may not understand Autism and how it affects each individual. However, students with Autism Spectrum Disorder may excel in Career and Technical Education classrooms, and these classrooms follow a more strict routine in order to maintain the safety of all students in the class. To begin establishing an inclusive classroom that will allow students with Autism Spectrum Disorder to succeed in the classroom the following tips may be helpful: Maintain consistent classroom routines to lower anxiety and increase their ability to function independently in the classroom Provide visuals when presenting information in the classroom in order to assist visual learners List the procedures, tasks, and step-by-step instructions that need to be completed Watch for signs of high anxiety, sensory overload, and other signs of stress and allow the student to go to a pre-determined area in order to de-stress Provide frequent breaks to allow students to self-regulate Assist students with the transition process between assignments in order to allow them to understand what is expected of them Layout the room so that students understand the intended uses for each area SPECIAL EDUCATION COMPENDIUM 97 Clearly explain the purpose of all activities and assignments and connect them to real life applications in order to increase understanding Provide rubrics with clear due dates so that students clearly understand all expectations Clearly identify all key concepts and information within each unit Include special interests to introduce new and difficult tasks (National Education Association, 2013)
Autism Spectrum: Differentiating Instruction When teaching students with Autism Spectrum Disorder (ASD) it is important to use differentiated instruction to ensure the success of all students in career and technical education courses. Within each class various elements of the class can be differentiated in order to ensure the success of these students. When differentiating instruction for with students with ASD it is important to consider grouping as grouping can be based upon similar student abilities, multiple student ability or interests depending upon the various assignment requirements (National Research Council, 2001). Allowing students to work together with clear instructions will allow them to experience a level of success that they may not experience on their own. Additionally, when differentiating instruction for students it is important to support any verbal information with pictures. This will allow the visual learners with ASD to experience additional success in the classroom (National Research Council, 2001). Additionally, it is important to thoroughly and directly teach various concepts to allow for students to fully understand the material and obtain the necessary knowledge in order to complete the various required assessments and activities (National Research Council, 2001). SPECIAL EDUCATION COMPENDIUM 98 Students with ASD need opportunities to complete projects independently, while still having peer support when necessary through small group activities (National Research Council, 2001). When students with ASD have the opportunity to work both independently and within a group they will have the opportunity to work on social skills as well as work in an environment that will allow them to feel safe. Additionally, it is important to provide more intensive levels of support as warranted by the students individual needs (National Research Council, 2001). The following video discusses a way to implement choice boards into classrooms in order to provide differentiated instruction to meet the needs of all of the students. https://www.youtube.com/watch?v=dGbulODMVgM&feature=player_embedded#at=30 As students complete various assignments in the classroom there are multiple ways to differentiate. One way this can be done is through dividing larger, more time consuming tasks into multiple smaller tasks (National Research Council, 2001). Encouraging the use of assistive technology may allow students to more easily complete various tasks (National Research Council, 2001). Finally, instruction can be differentiated through materials and resources. Each student will have different knowledge regarding the various topics and units that are covered throughout CTE classes based upon their previous experiences of working in the field. Differentiating instruction based upon student interests, readiness, and learning profiles will allow students to experience success in the classroom (National Research Council, 2001). It is important to consider student interests when designing lesson plans as it plays a key role in maintaining student interest in the various activities.
SPECIAL EDUCATION COMPENDIUM 99 Autism Spectrum: Accommodations and Modifications In order to continue to meet the needs of students with Autism Spectrum Disorder there are specific accommodations and modifications that need to be incorporated into the classroom to allow these students to be successful. Some accommodations and modifications that Career and Technical Education teachers may implement in order to ensure the success of these students includes: Assign paraprofessionals to work with the student to support desired behaviors and assist with activities Repeat/Rephrase instructions and questions to allow students extra time to process the information Post classroom rules so that students and staff can refer to them when necessary Include role play activities to increase social skills Incorporate visual aspects to increase understanding of instructions, assignments, and provide detailed daily schedules (for example provide written instructions or demonstrate the activity) Breaker larger assignments into smaller components to allow students frequent breaks to move throughout the lesson and to allow for extended time when completing assignments Provide preferential seating in order to minimize distractions Allow students to work in small groups Offer alternative activities when the student is unable to complete an assigned activity Allow students to use stress relief activities as designed by the IEP team (Bailey, 2011) SPECIAL EDUCATION COMPENDIUM 100
Autism Spectrum: Assessing and Evaluating Students Assessment and evaluation are an important aspect in the academic advancement of students with Autism Spectrum Disorder. Many of the modifications and accommodations within assessments are very similar to the modifications and accommodations that students receive in the classroom. Any large assignment should be broken down into smaller assignments, and students may be given extra time to complete assessments and evaluations (National Research Council, 2001). This approach will help students to understand what is expected of them throughout the assessment process. Additionally, it is important to provide a variety of opportunities and ways for students to demonstrate their understanding of various units (National Research Council, 2001). This process will allow students to use their strengths in order to successfully complete various assessments. One of the areas of weaknesses for many students with Autism Spectrum Disorder includes completing written assignments, in order to allow students to demonstrate their understanding as a teacher it is important to offer alternative assignments that demonstrate their understanding of the topic (National Research Council, 2001). Finally, students with Autism Spectrum Disorder are mostly visual learners and learn best through graphics and highlighting of key points (National Research Council, 2001). This approach can be used on assessments as well. On exams it is important to provide graphic organizers, appropriate visuals, and highlight key concepts to draw attention to these aspects of the assessment. This will help students with ASD to fully understand what is expected of them on examinations and assessments.
SPECIAL EDUCATION COMPENDIUM 101 Autism Spectrum: Transitioning Students to Post-Secondary Endeavors As students with Autism Spectrum Disorder begin to transition out of high school it is extremely important to provide specific transition services to ensure the success of these students as they leave high school. The transition process for students with Autism Spectrum Disorder should begin as early as possible to ensure the success of the students following high school as they enter into their adult life (New Brunswick Department of Education, 2005). The aspects that should be considered when creating a transition plan for students with Autism Spectrum Disorder include: Provide opportunities for work experiences to learn student preferences and interests Encourage participation in extracurricular activities and volunteer opportunities in order to enhance social skills and to gain hands-on experience working in the industry Teach appropriate dress and hygiene Provide on the job preparation skills based upon student interests Train in the use of public transportation Teach self-care skills and self-management techniques including banking, time, cooking appropriate to the abilities of the student (New Brunswick Department of Education, 2005) Including all of these aspects into the transition plan will ensure that students are prepared for caring for themselves and supporting themselves financially following their high school education.
SPECIAL EDUCATION COMPENDIUM 102 Autism Spectrum: Successful Teaching and Learning Strategies In order to best meet the needs of students with Autism Spectrum Disorder there are several effective teaching strategies that teachers can implement in order to allow these students to experience success in the classroom. These strategies include: Provide very clear choices for suitable activities and provide a sequential order of specific tasks. Provide directions using simple and concrete language, repeating in order to ensure understanding Teach important social skills Do not use sarcasm or idioms Provide clear structure and daily routines with clear warnings if there is to be any change in routine Address the student individually when necessary Use multiple modalities to present lesson information Recognize anxiety in the student, but be cautious not to take the behavior of the student personally Minimize/Remove distractions from the classroom Provide education to the other students in the classroom regarding Autism Spectrum Disorder (Hensley, 2013)
Gifted and Talented: Type, Definition and Prevalence SPECIAL EDUCATION COMPENDIUM 103 Very few individuals agree upon a standard definition for defining gifted and talented students. Initially in 1978 gifted and talented students were identified based upon IQ scores (Mastropieri, 2010). However, in 1993 the United States Department of Education proposed a new definition for gifted and talented students which defined gifted and talented students as those individuals that show high levels of accomplishment in intellectual, creative, and/or artistic areas, high levels of leadership, or excel in a specific academic area when compared to other students (Mastropieri, 2010). Due to the variety of definitions regarding gifted and talented students it is estimated that approximately 3-5% of the student population is considered to be gifted and talented (Mastropieri, 2010). There are three different subtypes of gifted and talented students that include intellectually gifted, creative and talented, and hidden gifted, creative, and talented (Mastropieri, 2010). Intellectually gifted students include those students who score high on standardized test and excel academically, with high verbal skills, outstanding memories, and above average literacy skills (Mastropieri, 2010). Creative and Talented students include those student who are exceptionally talented in specific areas at young ages (Mastropieri, 2010). The final type of gifted and talented includes those individuals who remain unidentified and hidden due to the fact that they may be underachievers especially in math and science, biased standardized tests, or existing disabilities in other areas (Mastropieri, 2010).
Gifted and Talented: Disability Manifestations in the Classroom A Student who determined to be gifted and talented may display a variety of behaviors in the classroom, depending upon the response of the teacher. Many gifted and talented students will feel as though they are not being adequately challenged and may in fact SPECIAL EDUCATION COMPENDIUM 104 have lower grades, display problem behaviors, and generally test the teacher to determine if the teacher is adequately preforming his or her job. The following video interviews various students to discuss their behaviors in school as well as the reasons for engaging the in various behaviors. Please click on the following link to gain a better understanding of gifted and talents students behavioral manifestations in the classroom http://www.youtube.com/watch?v=KTiwv6I9vcU.
Gifted and Talented: Inclusion Tips Gifted and talented students often struggle in Career and Technical Education classes, as they often feel isolated from their peers. Implementing specific grouping strategies, and meeting the social and emotional needs of the students will allow them to feel as though they have the ability to be successful in the classroom (B.C Ministry of Education, 2013). To begin establishing an inclusive classroom these are some specific tips that may be useful: Create interest centers to introduce students to new topics Provide a social environment that is accepting of all students Provide a safe and supportive environment Promote group planning and problem solving Study the lives of other gifted people in the field (for example Temple Grandin) Create group activities to meet the unique needs of the individual learners (B.C. Ministry of Education, 2013).
Gifted and Talented: Differentiating Instruction When teaching gifted and talented students it is important to use differentiated instruction to ensure the success of all students in career and technical education courses. SPECIAL EDUCATION COMPENDIUM 105 Within each class various elements of the class can be differentiated in order to ensure the success of these students. These elements that can be differentiated include differentiating the curriculum, and the processes (B.C. Ministry of Education, 2013). To begin to differentiate the content of the curriculum it is important to increase the instructional levels and the pace at which the material is delivered to the students (B.C. Ministry of Education, 2013). This can be done by requiring all students to complete independent study projects, creating tiered assignments, and including learning centers (B.C. Ministry of Education, 2013). To continue to meet the needs of gifted and talented students a second method to differentiate instruction is to implement higher levels of thinking, creative thinking, problem solving skills, and research skills (B.C. Ministry of Education, 2013). As students are required to use higher levels of thinking into the classroom, students become increasingly engaged and spend more time thinking through and analyzing the information as opposed to memorizing and recalling facts. Students are able to work in small groups in order to successfully work through higher levels of thinking and problem solving so that all students have the ability to be successful in the classroom.
Gifted and Talented: Accommodations and Modifications In order to continue to meet the needs of students who are gifted and talented there are specific accommodations and modifications that need to be incorporated into the classroom to allow these students to be successful. Some accommodations and modifications that Career and Technical Education teachers may implement in order to ensure the success of these students include acceleration and enrichment, resource classes, self-contained classes, university classes, SPECIAL EDUCATION COMPENDIUM 106 and mentor programs (Mastropieri 2010). These accommodations and modifications will allow gifted and talented students to feel as though they are still being academically challenged. Academic acceleration involves students moving through curriculum at a more rapid pace than other students in the classroom. This allows students to be in classrooms that ensure level-appropriate curriculum (Matropieri, 2010). In CTE classes this means that students may potentially test out of year one, and begin their studies in year two of the program. As a result students may spend their second year of the program at an internship instead of the classroom. This approach may allow students to feel as though they are still being appropriately challenged while gaining the necessary hands-on experience to excel in the field of their choice. When enrichment is used as a method of modification and accommodation, teachers expand upon the current curriculum and adapt instructional materials in order to meet the needs of the students (Mastropieri, 2010). During enrichment activities students are encouraged to critically think, problem-solve, and analyze specific content (Mastropieri, 2010). Assigning students independent projects may be more beneficial than assigning the students the large class activities. Students in veterinary science could complete a study on factors that affect the milk production in the schools dairy herd as opposed to completing the introductory class assignments. If you are struggling it is best to seek the help from teachers who are experienced in working with gifted and talented students in order to work to meet the individuals needs of each student (Mastropieri, 2010).
Gifted and Talented: Assessing and Evaluating Students Assessment and evaluation are an important aspect in the academic advancement of gifted and talented students. Since these students are presented with modified curriculums it is SPECIAL EDUCATION COMPENDIUM 107 important to assess students understanding of the enrichment activities (Mastropieri, 2010). As a result it is extremely important to ensure that the assessments that gifted and talented students are completing are performance-based (Matropieri, 2010). For example the student who complete the project determining key components of dairy cow nutrition and the milk production, could work towards formulating a diet that is appropriate for the dairy cows in order to ensure the highest level of production. As the level of required work increases it is important to provide structuring and organizational skills so that the students fully understand what is expected of them The second method of assessment and evaluation that may be appropriate to use with gifted and talented students is to assign them as peer mentors to tutor other students who are struggling with the course content (Mastropieri, 2010). As the gifted and talented students tutor struggling students, it is important to observe their breakdown of the material to evaluate student understanding of the material. This will allow the gifted student to develop additional leadership skills that will allow them to be successful throughout secondary education and beyond.
Gifted and Talented: Transitioning Students to Post-Secondary Endeavors Gifted and Talented students who choose to go to college or enter the work force need the same support as all other students to ensure that they are making the correct decision for their future. This can be done through the students gaining hands-on experiences in the career and technical programs of their choice. This process will helps students in choosing the correct career and majors in college. Additionally, if and that they choose to attend college this process SPECIAL EDUCATION COMPENDIUM 108 can ensure that they choose college that meets their needs and desires. When gifted and talented students have other disabilities school administrators may specific transition plans according to that specific disability (B.C. Ministry of Education, 2013).
Gifted and Talented: Successful Teaching and Learning Strategies In order to best meet the needs of gifted and talented there are several effective teaching strategies that teachers can implement in order to these students to experience success in the classroom. These strategies include: Modify the curriculum to meet the needs of individual student by adding enrichment activities and allowing access to a wide range of materials Encourage students to be as creative as possible, while allowing the students to work to meet their mental capacity Vary the atmosphere of the room, provide flexible seating arrangements, and provide a variety of opportunities for different groupings Offer attractive, lesson-related activities for students who finish work early Offer choices on assignments when appropriate Evaluate students individually (Smutny, 2000)
Multiple Disabilities: Type, Definition, and Prevalence Multiple disabilities includes students that have simultaneous impairments (such as intellectual disability-blindness, intellectual disability-orthopedic impairment, etc.) and the student needs to receive services for more than one impairment in order to be successful in the SPECIAL EDUCATION COMPENDIUM 109 classroom (NICHCY, 2013). According to the U.S. Department of Education approximately .3% of students are affected by Multiple Disabilities and receive special education services (2012). Students with multiple disabilities are those with extremely severe learning disabilities that require on going support. Additionally, these students may struggle with orthopedic impairments, sensory losses, or behavioral problems that require additional support for these disabilities (The Ohio Coalition for the Education of Children with Disabilities, 2013). The following video is a more in-depth look at multiple disabilities in order to help enhance understanding of multiple disabilities http://www.youtube.com/watch?v=xKqN21OdsLQ
Multiple Disabilities: Disability Manifestations in the Classroom A Student who is diagnosed as having multiple disabilities will display a variety of behaviors and characteristics based upon their unique combination of disabilities and the severity of the disabilities. Here is a list of some of the common traits of individuals with multiple disabilities: Limited speech or communication Difficulty with basic mobility Tendency to forget unused skills Trouble generalizing skills between multiple situations A need for support in major life activities (The Ohio Coalition for the Education of Children with Disabilities, 2013)
SPECIAL EDUCATION COMPENDIUM 110 Multiple Disabilities: Inclusion Tips Students with multiple disabilities frequently struggle in Career and Technical Education classes, as they are often unable to participate fully in classes without assistance. The following article provides a variety of tips for creating and inclusive classroom that provides opportunities for students with multiple disabilities to participate in class to the fullest extent. http://kc.vanderbilt.edu/kennedy_pdfs/TipSheets/tipsheet_ClassroomInclusion.pdf (Bolay, 2012).
Multiple Disabilities: Differentiating Instruction When teaching students with multiple disabilities it is important to use differentiated instruction to ensure the success of all students in career and technical education courses. Within each class various elements of the class can be differentiated in order to ensure the success of these students. These elements that can be differentiated include instructional methods and instructional materials Instructional Methods Strategic grouping methods: whole group, small group, 1-1 instruction Specific training in multiple settings to assist with generalization Picture schedules/picture cues to assist students Provide visual, gestural, and verbal prompts Use modeling and hand-over hand assistance to provide students with a visual of tasks that need to be completed Use short concise language to enhance understand SPECIAL EDUCATION COMPENDIUM 111 Adapt the allotted and allowed time for learning task and completion of assignments Provide the students with consistent feedback to provide a thorough understanding of class performance Instructional Materials Provide life skills lessons Provide appropriate assistive technology (Stark County Educational Service Center, 2013)
Multiple Disabilities: Accommodations and Modifications In order to continue to meet the needs of students who have multiple disabilities there are specific accommodations and modifications that need to be incorporated into the classroom to allow these students to be successful. Some accommodations and modifications that Career and Technical Education teachers may implement in order to ensure the success of these students include: A multidisciplinary team consisting of appropriate professionals and parents should work together to develop a plan to coordinate the necessary services to meet the needs of the individual student and assist them throughout the school day Create a classroom and laboratory that is easily accessible Develop a buddy system that can assist the student as necessary Provide simple and easy to follow directions along with visual aids to increase understanding Engage the student regularly in oral language SPECIAL EDUCATION COMPENDIUM 112 Permit the use of appropriate assistive technology as deemed appropriate by the IEP team (NICHCY, 2012)
Multiple Disabilities: Assessing and Evaluating Students Assessment and evaluation are important aspects in the academic advancement of students with multiple disabilities. When assessing students in career and technical education classes it is important to assess four major areas of the student to determine their needs following high school (NICHCY, 2012). As a result students with multiple disabilities may not receive the same assessments as the rest of the students in the classroom. When assessing students with multiple disabilities it is important to assess domestic, leisure/recreational, community, and vocational skills (NICHCY, 2012). When assessing these four areas they assist in determining the ability to function independently after high school. Within career and technical education, it is possible to easily assess vocational skills in all individuals enrolled in the program. Within career and technical education many of the assessments are authentic assessments that determine competency to work in specified fields. If students are able to complete these assessments satisfactorily with appropriate accommodations and modifications then the individual may have found an appropriate career path. The specific accommodations and modifications that students will receive for completing their assessments and evaluations are based upon their specific disabilities and the severity of those disabilities.
SPECIAL EDUCATION COMPENDIUM 113 Multiple Disabilities: Transitioning Students to Post-Secondary Endeavors As students with multiple disabilities begin to transition out of high school it is extremely important to provide specific transition services to ensure the success of these students as they leave high school. Most students with multiple disabilities will require some level of help and support after they leave high school for the remainder of their lives. The amount of support required will vary depending upon the disabilities of the students (NICHCY, 2013). As students begin the transition process it is extremely important to educate students with multiple disabilities about major life activities so that they are able to develop as independently as possible. These life activities include: Knowledge about their disability and caring for themselves Development of manual tasks and motor skills such as walking, standing, lifting and bending Development of speech, communication and senses Development knowledge, academic, and work based skills, Development of reading, concentration and thinking skills (NICHCY, 2013).
Multiple Disabilities: Successful Teaching and Learning Strategies In order to best meet the needs of students with multiple disabilities there are several effective teaching strategies that teachers can implement in order to ensure these students experience success in the classroom. These strategies include: Tap into student strengths and interests in order to allow the student to be as successful as possible SPECIAL EDUCATION COMPENDIUM 114 Be ready to make modifications and accommodations according to the students IEP to allow for partial participation if the student is unable to participate fully Acquire appropriate textbooks, workbooks, and assistive technology for each student to allow students with multiple disabilities to participate in classes Continue to work towards student goals through practice and reinforcement of appropriate behaviors Plan more hands-on opportunities for learning and practice Learn effective strategies for working with paraprofessionals to make the most of their presence in the classroom Be involved in the students transition process to ensure success of the students past their high school education (Escowitz, 2013)
SPECIAL EDUCATION COMPENDIUM 115 References:
Academy of Pediatrics. (2013). Autism Spectrum Disorders. HealthyChildren.org. Retrieved from http://www.healthychildren.org/English/health- issues/conditions/developmental-disabilities/pages/Autism-Spectrum-Disorders.aspx Bailey, E. (2011). Suggestions for Classroom Accommodations and Modifications for Children with Autism. Health Central. Retrieved from http://www.healthcentral.com/autism/c/1443/140596/accommodations/ B.C. Ministry of Education. (2013). Special Education. BC Ministry of Education. Retrieved from http://www.bced.gov.bc.ca/specialed/gifted/ Bolay, J. (2012). Including Students with Multiple/Severe Disabilities in the General Education Classroom. Vanderbilt Kennedy Center. Retrieved from http://kc.vanderbilt.edu/kennedy_pdfs/TipSheets/tipsheet_ClassroomInclusion.pdf Center for Disease Control and Prevention. (2012). Facts About ASDs. Centers for Disease Control and Prevention. Retrieved from http://www.cdc.gov/ncbddd/autism/facts.html Escowitz, S. (2013). Multiple Disabilities in Your Classroom: 10 Tips for Teachers. National Dissemination Center for Children with Disabilities. Retrieved from http://nichcy.org/multiple-disabilities-in-your-classroom Hensley, P. (2013.). 22 Tips for Teaching Students with Autism Spectrum Disorders. Teaching. Retrieved from http://teaching.monster.com/benefits/articles/8761-22-tips-for-teaching- students-with-autism-spectrum-disorders Mastropieri, M. (2010). Gifted, Creative, and Talented. Education.com. Retrieved from http://www.education.com/reference/article/gifted-creative-talented-children/ SPECIAL EDUCATION COMPENDIUM 116 National Education Association. (2013). Teaching Autism Students in Inclusive Classrooms. Autism Spectrum Disorder Concepts. Retrieved from http://www.child- autism-parent-cafe.com/autism-students-in-inclusive-classrooms.html National Research Council. (2001). Teaching and Learning. Teaching Students with ASD. from http://www.edu.gov.on.ca/eng/general/elemsec/speced/asdsecond.pdf New Brunswick Department of Education. (2005). Teaching Students with Autism Spectrum Disorder. Retrieved from http://www.gnb.ca/0000/publications/ss/teachingstudentswithautismspectrumdisorders.p df NICHCY. (2013). Multiple Disabilities. National Dissemination Center for Children with Disabilities. Retrieved http://nichcy.org/disability/specific/multiple#idea Smutny, J. (2000, January 7). Teaching Young Gifted Children in the Regular Classroom. Educational Resources Information Center. Retrieved from http://www.hoagiesgifted.org/eric/e595.html Stark County Educational Service Center. (2013). Instructional Methods and Materials. Stark County ESC. Retrieved from http://www.starkcountyesc.org/InstructionalMethodsandMaterials.aspx U.S. Department of Education. (2012). Students with Disabilities. National Center for Education Statistics. Retrieved from http://nces.ed.gov/fastfacts/display.asp?id=64
SPECIAL EDUCATION COMPENDIUM 117
Chapter 6: Transitioning the SPED Student into a career or Post Secondary Education
Danielle J. Breese
EDU 753, Inclusion: Teaching Exceptional Students in the CTE Environment
SPECIAL EDUCATION COMPENDIUM 118 Legal Ramifications of Transitioning Special Education Students: Transition services are intended to assist students as they move forward from secondary education into their adult life (Dragoo, 2011). By law under the Individuals with Disabilities Education Act (IDEA), transition services should occur once a student reaches 16 years of age (Dragoo, 2011). Transition services may occur sooner if deemed appropriate by the IEP team (Dragoo, 2011). The transition process is designed to improve the academic and functional achievement of children with disabilities to ease their transition from high school to post- secondary activities. These activities may include post-secondary education, vocational education, employment, adult education, adult services, independent living and community participation (Dragoo, 2011). According to IDEA transition services should be based upon a childs interests, strengths, and preferences (Johnson, 2007). Basing these services upon a childs strengths, interests and preferences will allow them to work towards goals that interest them and will allow them to be successful. Within the transition plan students should receive a variety of services that include instruction, disability related services, community experiences, employment skills, daily living skills, post-high school objectives, and vocational evaluation (Johnson, 2007). This combination of services will allow students to be successful following high school. Many children with disabilities struggle following secondary education and have a low success rate of finding and obtaining full time employment. Implementing transition services will improve post secondary outcome for children with disabilities. The following video provides additional information regarding the transition plan http://www.youtube.com/watch?v=ZGKpLsrmrfA.
SPECIAL EDUCATION COMPENDIUM 119 Vocational Evaluation and Rehabilitation: Employment and work are essential for an individuals survival and psychological wellbeing of all individuals (Lee, 2013). The primary goal of vocational evaluation and rehabilitation is to assist individuals with disabilities to gain some independence through employment and other meaningful activities (Lee, 2013). The overall goal of vocational evaluation and rehabilitation is to prevent potential disability, returning workers to gainful employment, and keeping workers with disabilities and illnesses employed (Lee, 2013). This goal is achieve through working with individuals to understand existing employment barriers, educate individuals on available services and resources, assist individuals in adapting to the environment, and accommodate the needs of the individual (Lee, 2013). Vocational Rehabilitation is defined as a process that follows a progression of services related to the needs of an individual with a disability in order provide them with opportunities to gain successful employment (Lee, 2013). Vocational rehabilitation encompasses a range of services that includes vocational assessment and evaluation, vocational training, general skills enhancement opportunities, career counseling, on the job training, job search, and consultations with employers for appropriate accommodations and modifications (Lee, 2013). These range of services are extremely individualized according to the needs of the students. Vocational Assessment is defined as the evaluation of an individuals work and training background, general functional capacities, and social/behavioral characteristics (Lee, 2013). Vocational assessment may also include an evaluation of medical factors, psychological make- up, educational background, social behaviors, attitude, values, work skills and abilities (Lee, 2013). Vocational assessment is a very thorough process used to obtain a complete understanding of the individual. Vocational Evaluation is an extremely specific process that SPECIAL EDUCATION COMPENDIUM 120 involves the appraisal of an individuals work related characteristics that are essential in education and training for obtaining and maintaining employment (Lee, 2013). This process may include assessing specific work characteristics such as: occupational interests, specific job skills, worker traits, general intelligence, temperaments, physical capacities, strength, range of motion, and other work related functions (Lee, 2013). Please watch following video in order to learn additional information regarding vocational evaluation and assessment and some of various methods used for academic evaluation http://www.youtube.com/watch?v=v5SrdkFrryM.
Workplace Accommodations and the ADA: Title I of the Americans with Disabilities Act of 1990 (ADA of 1990) requires an employer to provide reasonable accommodations to qualified individuals with disabilities who are employees or applicants for employment unless doing so would provide undue hardship (The U.S. Equal Employment Opportunity Commission, 2002). As a result of this act employers are obligated to provide reasonable accommodations that would allow an employee to preform the job duties. This allows individuals with disabilities equal opportunities to gain employment they may not otherwise have access to. This law is essential because as of 1990 individuals with disabilities now have access to employment opportunities they may not have other wise had access to and this processes reduces discrimination against hiring of individuals with disabilities. Within Title I of the Americans with disabilities Act of 1990 there are three forms of reasonable accommodations that include: modifications to a job application process that allows qualified applicants with disabilities to be considered for a position, modifications to the work SPECIAL EDUCATION COMPENDIUM 121 environment or the position to preform essential job functions, and modifications that allow employees with disabilities to enjoy equal benefits and privileges (The U.S. Equal Employment Opportunity Commission, 2002). An accommodation is considered to be reasonable if it is the accommodation is possible and is effective in meeting the needs of the individual and that the individual is able to preform the essential job functions (The U.S. Equal Employment Opportunity Commission, 2002). Undue hardship is the final aspect of ADA. Undue hardship means that it is extremely difficult or expensive to provide the necessary accommodations for an individual. Examples of undue hardships may include financial difficulty, extensive modifications, or the modifications would disrupt the nature of the business (The U.S. Equal Employment Opportunity Commission, 2002). Overall the purpose of ADA is to reduce the amount of discrimination that individuals with disabilities face when applying for jobs. There are a number of acceptable accommodations that an employer may have to provide and these include, but are not limited to: Making existing facilities accessible Reallocating or redistributing marginal job functions that an employee is unable to perform Altering when and/or how a job function is preformed Permitting the use of accrued paid leave, or unpaid leave when deemed necessary Modified work schedules Acquiring equipment Modifying equipment Changing tests, training materials, or policies SPECIAL EDUCATION COMPENDIUM 122 Providing qualified readers or interpreters Reassignment to vacant position (The U.S. Equal Employment Opportunity Commission, 2002)
Assistive Technology: As defined by the IDEA of 2004 assistive technology is defined as any item, piece of equipment or product system that is used to increase, maintain, or improve the functional capabilities of individuals with disabilities (Friend, 2010). This assistive technology can assist individuals in many different ways through helping individuals communicate, complete assignments, and fully participate in their school, community and place of employment (Friend, 2010). Assistive technology is often categorized according the complexity of the technology. The levels of assistive technology include no or low technology, mid technology, and high technology (Friend, 2010). Examples of each type of technology are listed below: No/Low Technology Rubber pencil grip Non slip placement on desk Mid-Technology A tape recorder to record directions A calculator to complete computations A timer High Technology Voice recognition software to dictate information on a computer Electronic communication boards with pre-recorded voice communications SPECIAL EDUCATION COMPENDIUM 123 (Friend, 2010). Please look at the following video to see examples of assistive technology in use. This video gives a more thorough look at assistive technology and how it can assist individuals though out their life span in order to gain independence http://www.youtube.com/watch?v=x2G1U6U3zh8.
CTE Curricula Strategies for Developing Positive Transition Traits including Attitude, Team Work, Self Advocacy, Self Discipline, Responsibility and Quality Control: Agricultural education curriculum plays a key aspect in developing necessary transition traits in students. Through agricultural education students work towards developing work appropriate attitude, teamwork skills, self-advocacy skills, self-discipline, responsibility and quality control skills. The following website provides a variety of tools that can be used towards developing teamwork skills, self-discipline, responsibility and attitude in individuals enrolled in agricultural education http://ctsp.tamu.edu/instructional-videos/overview-of-ebd/toolbox/. The variety of tools can be according to the teachers desires. The following worksheets can be adapted and modified in order to meet the needs of the class and the individual students. Some examples of the worksheet include the good behavior game, student behavior logs, peer-tutoring worksheets, and academic logs. Outside of the following website agricultural education incorporates many leadership activities into the classroom and through the FFA organization. FFA strives to build leaders and develop leadership skills in all agricultural students through various events and activities as students learn about themselves and their community. FFA is an intra-curricular activity that allows students to participate in various activities within the classroom, as well as outside the classroom through various lessons and community service activities. SPECIAL EDUCATION COMPENDIUM 124 In order to develop transition skills in students on Fridays in my classroom we focus on leadership activities and team building skills that the students do not gain in their other academic classes. These activities include any of the following life knowledge lesson plans that focus on introduction to leadership, focusing on individual skills, focus on team building skills, assisting individuals, working within the community, developing career skills, and developing Supervised Agricultural Experiences where students are responsible for developing their own project and creating their own small scale business that they are responsible for maintaining and keeping records on. Additionally, students will gain self-advocacy skills as they continue to learn about them selves and their unique needs. https://www.ffa.org/FFAResources/ffalearn/LifeKnowledge_Online/lessons/highschool/Pages/d efault.aspx
CTE Curricula Activities for Developing Transition Skills including: Technical, Academic, Organization and Safety: Agricultural education curriculum activities play a key role in developing transition skills in students. Through agricultural education many of the activities advance technical, academic, organization and safety skills. When teaching agricultural education I begin each school year focusing on safety units within each of agricultural classes. For example in veterinary science we focus on farm safety, animal handling safety, zoonotic diseases, and veterinary hazards. Where as in welding we focus on fire safety, required personal protect, and specific safety aspects of working with each of the individual types of welders in the shop. This is essential because as students are learning about the safety skills, many aspects of the safety unit are transferrable between many of the agricultural courses as students learn the importance SPECIAL EDUCATION COMPENDIUM 125 of following all safety precautions or order to protect themselves as well as others in the classroom. In order to pass the safety unit all students must pass the safety exams with 100% accuracy in order to be allowed to participate in the class. If students do not pass the safety exam on the first time, student are required to do corrections, as well as re-take the safety exam in order to achieve a 100%. Outside of developing safety skills we focus on developing other core academic skills in the agricultural education classroom. This is done in veterinary science through dilution of chemicals and determining correct medicine dosages for various animals. Within veterinary science students need to understand dilution factors in order to properly dilute and measure various chemicals when working in the kennel. Additionally students are responsible for determining correct medicine dosages based upon animal weights. Traditionally, when determining medicine dosages animals are weighed in kilograms and students must understand how to convert animal weights from pounds to kilograms. This becomes increasingly complex when students need to determine various other conversions in order to administer to the correct dosage. Additionally, veterinary science helps to develop English skills as student complete various research projects; compose papers; and complete presentations regarding various animal species and famous animal scientists. When learning about livestock species my students watch Temple Grandin (the HBO special) and complete a research project about her contributions to the livestock industry. This is an extremely important project for the students has Temple Grandin has significantly changed animal handling and slaughter techniques in order to ensure more humane treatment of animals throughout the process. SPECIAL EDUCATION COMPENDIUM 126 Within each of the agricultural education classes that I am responsible for teaching students work towards developing technical skills within each of the areas. For example within welding students once students have a basic understanding of safety, students begin to develop basic arc welding skills using various electrodes to completing a small arc welding project where students work towards designing and welding a small C Clamp. Following the arc welding unit students learn oxy-acetylene cutting, Mig Welding, and Tig Welding. As students learn to use the various welders within the welding shop this will help them to develop the necessary technical skills as they learn to use a variety of welders that they may encounter in the industry. Within each agricultural education class students learn organization skills. Students are responsible for completing various portions of their projects or activities certain days in order to ensure that students remain on task and complete their projects on time. In order to assist students with organization techniques each month they are presented with a calendar that contains the project checkpoints and due dates. This process allows students to become accustomed to referring to a calendar for due dates and will allow them to learn to use a calendar to organize their daily activities throughout the remainder of their lives to ensure that they stay on task and accomplish all of their obligations.
Teacher Responsibilities in the Transition Process: CTE teachers play and extremely important role in the transition process of students as they finish their high school education and move into adulthood. Within the transition process teachers are responsible for: Contact the special education teacher to obtain copies of current IEPs SPECIAL EDUCATION COMPENDIUM 127 Communicate with parents and educational professionals to ensure that the needs of the student are continually being met Support the use of assistive technology Provide program tours to share knowledge in job competencies Develop job skills and technical skills in the student Provide job placement for students to gain hands-on experience working in the industry Work with students with disabilities to help define realistic career goals Share your knowledge of the job market Provide vocational counseling to assist students with the job search process Develop a plan to coordinate work-study programs Develop self-advocacy skills (deFur, 2011). As CTE teachers it is important for us take an active role in the transition of students from high school to their adult lives, as we can provide the students with knowledge and skills that they are unable to obtain from other school professionals. These skills range from specific technical skills to career guidance. These transition skills are essential to allowing students to achieve a level of independence they may not obtain otherwise.
SPECIAL EDUCATION COMPENDIUM 128 References: DeFur, S. (2011). Transition Planning: A Team Effort. Education.com. Retrieved from http://www.education.com/reference/article/Ref_Transition_Planning/ Dragoo, K. (2011). Transition Services for Children With Disabilities. Education.com. Retrieved from http://www.education.com/reference/article/Ref_Transition_101/ Friend, M. (2010). The Opportunities of Assistive Technology. Education.com. Retrieved from http://www.education.com/reference/article/assistive-technology-learning-disabilities/ Johnson, D. (2007). Key Provisions on Transition. Key Provisions on Transition: IDEA 1997 compared to H.R. 1350 (IDEA 2004). Retrieved from http://ncset.org/publications/related/ideatransition.asp Lee, G. (2013). Vocational Rehabilitation for People with Disabilities. Home Page. Retrieved from http://cirrie.buffalo.edu/encyclopedia/en/article/128/ U.S. Equal Employment Opportunity Commission. (2002). Enforcement Guidance: Reasonable Accommodation and Undue Hardship Under the Americans with Disabilities Act. ENFORCEMENT GUIDANCE: REASONABLE ACCOMMODATION AND UNDUE HARDSHIP UNDER THE AMERICANS WITH DISABILITIES ACT. Retrieved from http://www.eeoc.gov/policy/docs/accommodation.html