Special Education Staff Development

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Special EducationStaff Development

• Created by Chris Graves

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In-Service Topicsfor Special Education

• Common Disorders
• The IEP
• Teaching Tips
• End (Click end to get print out documentation
  
• form to give to your
  principal.)

(Click on topic for detailed information)
Main Menu
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Common Disorders

• Emotional Disabilities (ED)
• -Bipolar Disorder
• -Obsessive-Compulsive Disorder
• Learning Disabilities (LD)
• Autism Spectrum Disorder
• -Autism/Aspergers Sysdrome
• Attention Deficit Disorder (with/without
  hyperacitivity)
• Blind/Deaf
• Tourette Syndrome
• Traumatic Brain Injury

Main Menu
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Autism Spectrum Disorder

• Autism Menu
• Aspergers Syndrome Menu
• Other Information
• - What is the relation of  "Pervasive
  Developmental
• Disorder"(PDD) to autism?
• - PDD Not Otherwise Specified

Common Disorders
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The Individualized Education Plan (IEP) Menu

• General information
• Tips on reading an IEP (for general
  education teachers)
• Tips on following an IEP (for general
  education teachers)
• References and Resources

Main Menu
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Teaching Tips Menu

• Autism
• Aspergers Syndrome
• ADD/ADHD
• Blind/Deaf
• Emotional Disabilities (ED)

• Learning Disabilities (LD)
• Tourette Syndrome
• Traumatic Brain Inquiry

Main Menu
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Autism Menu

• General Information
• Characteristics
• Teaching Tips
• References and Resources

A therapist works with an autistic boy in a
public school. Autism severely impairs a child's
ability to learn, communicate,and interact with
others. Photo Will and Deni McIntyre/Photo
Researchers, Inc.
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Autism General Information

• Autism is a life-long, low incidence
  developmental disability which occurs the first
  three years of life. It is a behaviorally
  defined syndrome characterized by an uneven
  developmental profile and disturbances in
• 1) Social interaction
• 2) Communication
• 3) Perceptual organization
• (Rudrud, Elizabeth, Autism,
  National Association of School Psychologist )

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Autism Characteristics(A typical autistic
childs behavior may include some of the
following)

• Insistence on sameness resistance to change
• Difficulty in expressing needs uses gestures or
  pointing instead of words
• Repeating words or phrases in place of normal,
  responsive language
• Laughing, crying, showing distress for reasons
  not apparent to others
• Prefers to be alone aloof manner
• Tantrums
• Difficulty in mixing with others
• May not want to cuddle or be cuddled
• (Continue to next slide for more
  characteristics.)

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Autism Characteristics(A typical autistic
childs behavior may include some of the
following)

• Little or no eye contact
• Unresponsive to normal teaching methods
• Sustained odd play
• Spins objects
• Inappropriate attachments to objects
• Apparent over-sensitivity or under-sensitivity to
  pain
• No real fears of danger 
• Noticeable physical over-activity or extreme
  under-activity
• Uneven gross/fine motor skills
• Not responsive to verbal cues acts as if deaf
  although
• hearing tests in normal range.
• (Autism Society of America)

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Autism Teaching Tips

• Encourage the child to interact with peers
• Break down directions to simple terms
• Reduce the level of distraction around the child
• Involve child in turn-taking activities
• Use picture systems to represent daily tasks

(Elizabeth Rudrud, NASP)
Autism Menu
Tips Menu
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Autism References and Resources
(Links to websites Click on X in right hand
corner to get back to program)

• Information from the National Institute of Mental
  Health (NIMH)
• - Autism
• - Unraveling Autism,
• Autism Research at the National Institute of
  Mental Health
• ERIC Clearinghouse on Disabilities and Gifted
  Education
• Autism

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Autism References and Resources
(Links to websites Click on X in right hand
corner to get back to program)

• Autism Society of America
• Indiana Resource Center for Autism
• Autism Resource Team
• Hamilton County Co-op
• Autism/PDD Resources Network
• Future Horizons

Autism Menu
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Aspergers Syndrome Menu

• General Information
• Characteristics
• Teaching Tips
• References and Resources

Aspergers syndrome makes fitting in a
complicated challenge. Pictured above,Chad
Mearhoffs obsesses over trains. Obsessive
behaviors are a typical symptom of a child with
the disorder. Photo ABCNEWS.com
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Aspergers SyndromeGeneral Information

• Asperger Syndrome or (Asperger's Disorder) is
  a neurobiological disorder named for a Viennese
  physician, Hans Asperger, who in 1944 published a
  paper which described a pattern of behaviors in
  several young boys who had normal intelligence
  and language development, but who also exhibited
  autistic-like behaviors and marked deficiencies
  in social and communication skills. Barbara L.
  Kirby of O.A.S.I.S.
• (For more information click on the
  following website http//www.udel.edu/bkirby/asp
  erger/)

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Aspergers Syndrome Characteristics (A typical
Aspergers syndrome childs behavior may include
some of the following)

• Inability to understand social interactions
• Clumsy uncoordinated motor movements
• Obtuseness
• Limited interests or unusual preoccupations
• Repetitive routines or rituals speech
• Non-verbal communication problems
• The National Institute of Neurological Disorders
  and Stroke National Institutes of Health
  Bethesda, MD 20892 Website NINDS
  Asperger Syndrome Information Page  

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Aspergers Syndrome Teaching Tips

• Be as concrete as possible
• Break down directions into simple steps
• Teach students to seek assistance
• Help the student with organization
• Unusual behaviors usually indicates an increase
  in stress
• Avoid verbal overload
• Use a buddy system to assist the student

(continue to next slide)
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Aspergers Syndrome Teaching Tips (continued)

• Frequent teacher feedback and redirection
• Set clear expectations of behavior
• Prepare the student for potential changes in
  classroom procedures
• Use nonverbal cues to get attention
• (For a more complete list of teaching tips click
  on the following website
• Educating The Student With Asperger's Syndrome
  Canadian Web Site)

Asperger Menu
Tips Menu
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Aspergers Syndrome References Resources
(Links to websites Click on X in right hand
corner to get back to program)

• Autism Society of America
• Aspergers Syndrome (Choose Aspergers
  Syndrome under information packages on the
  website.)
• ERIC Clearinghouse on Disabilities and Gifted
  Education
• Aspergers Syndrome
• Other resources
• - Aspergers Syndrome

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Aspergers Syndrome References Resources
(Links to websites Click on X in right hand
corner to get back to program)

• Indiana Resource Center for Autism
• Autism Resource Team
• Hamilton County Co-op
• Tony Attwood
• Autism/PDD Resources Network
• Future Horizons

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Blind/Deaf Menu

• General Information
• Teaching Tips
• References and Resources

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Blind/Deaf General Information

Since there are very few students that have
vision or hearing impairments in public schools,
teachers that have these students will be
provided direct in-services that will detail
specific information about a given student. This
program only provides a few tips and some
supplemental resources for the deaf and blind.
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Blind/Deaf Teaching Tips

• Making enlargements of notes, worksheets, etc. is
  helpful for students that have limited eyesight.
• If you are viewing a video in you classroom,
  captioning may be the most appropriate way to
  give access to deaf viewers.
• Some partially deaf students might use assistive
  listening devices to amplify your voice. If so
  you will be trained on how to properly use these
  devices.
• In either case, a special education teacher will
  be a contact person for specific questions about
  any students that are blind or deaf.

Tips menu
Blind/Deaf Menu
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Blind/Deaf References Resources
(Links to websites Click on X in right hand
corner to get back to program)

• Indiana School for the Blind
• Indians Deaf-Blind Services Project
• National Association of the Deaf
• American Foundation for the Blind
• New York Institute for Special Education
• Hamilton County Co-op

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Traumatic Brain Injury (TBI) Menu

• General Information and Characteristics
• Teaching Tips
• References and Resources

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TBI General Information and Characterisctics

IDEA's Definition of "Traumatic Brain Injury" Our
nations special education law, the Individuals
with Disabilities Education Act (IDEA) defines
traumatic brain injury as... ...an acquired
injury to the brain caused by an external
physical force, resulting in total or partial
functional disability or psychosocial impairment,
or both, that adversely affects a childs
educational performance. The term applies to open
or closed head injuries resulting in impairments
in one or more areas, such as cognition
language memory attention reasoning abstract
thinking judgment problem-solving sensory,
perceptual, and motor abilities psycho-social
behavior physical functions information
processing and speech. The term does not apply
to brain injuries that are congenital or
degenerative, or to brain injuries induced by
birth trauma. 34 Code of Federal Regulations
300.7(c)(12)
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TBI Teaching Tips

• Find out as much as you can about the childs
  injury and his or her present needs. Find out
  more about TBI. See the list of resources and
  organizations at the end of this publication.
• Give the student more time to finish schoolwork
  and tests.
• Give directions one step at a time. For tasks
  with many steps, it helps to give the student
  written directions.
• Show the student how to perform new tasks. Give
  examples to go with new ideas and concepts.

(continue to next slide)
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TBI Teaching Tips

• Have consistent routines. This helps the student
  know what to expect. If the routine is going to
  change, let the student know ahead of time.
• Check to make sure that the student has actually
  learned the new skill. Give the student lots of
  opportunities to practice the new skill.
• Show the student how to use an assignment book
  and a daily schedule. This helps the student get
  organized.

(continue to next slide)
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TBI Teaching Tips

• Realize that the student may get tired quickly.
  Let the student rest as needed.
• Reduce distractions.
• Keep in touch with the students parents. Share
  information about how the student is doing at
  home and at school.
• Be flexible about expectations. Be patient.
  Maximize the students chances for success.

National Information Center for Children and
Youth with Disabilities
Tips menu
TBI Menu
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TBI References and Resources
(Links to websites Click on X in right hand
corner to get back to program)

• National Resource Center for Traumatic Brain
  Injury
• - Traumatic Brain Injury
• National Information Center for Children and
  Youth with Disabilities
• - Traumatic Brain Injury

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Tourette Syndrome Menu

• General Information and Characteristics
• Teaching Tips
• References and Resources

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Tourette Syndrome General Information and
Characteristics
TOURETTE SYNDROME is a brain disorder
characterized by repeated involuntary movements
and uncontrollable vocal sounds called tics. Tics
may include repetitive eye blinking, head
jerking, neck stretching, foot stamping, or body
twisting and bending. In a few cases, such tics
can include inappropriate words and phrases. It
is not uncommon for a person with Tourette
Syndrome to continuously clear his or her throat,
cough, sniff, grunt, yelp, or shout. A few people
with Tourette's engage in self-harming behaviors
such as lip and cheek biting and head banging.
Some children have been found to experience an
abrupt, "overnight" onset of Tourette's symptoms
and/or obsessive-compulsive symptoms following a
strep throat infection. These sudden onset
illnesses have been termed "PANDAS" (Pediatric
Autoimmune Neuropsychiatric Disorders Associated
with Streptococcal Infections).
National Institute of Mental Health (NIMH)
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Tourette Syndrome Teaching Tips

• Ignore the tics
• If a student has vocal tics, consult with them
  privately about whether you should call on them
  to read aloud to class.
• Do NOT punish a student for a tic as it won't
  help "teach" the student anything other than they
  are being punished for what they can't help.
• Model acceptance

(For a more complete list of teaching tips click
on the following website Tourette Syndrome)
Tips menu
Tourette Menu
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Tourette Syndrome References and Resources
(Links to websites Click on X in right hand
corner to get back to program)

• U.S. National Library of Medicine
• - Tourette Syndrome
• Tourette Syndrome Association
• - Tourette Syndrome
• National Institute of Neurological Disorders and
  Stroke
• - Tourette Syndrome
• TOURETTE SYNDROME "PLUS"

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Learning Disability (LD) Menu

• General Information
• Characteristics
• Teaching Tips
• References and Resources

Dyslexia, a type of learning disability, has
letter reversal a characteristic associated with
the disorder. Photo www.healthy.net
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LD General Information

• LD is a disorder that affects people's ability
  to either interpret what they see and hear or to
  link information from different parts of the
  brain. These limitations can show up in many
  ways--as specific difficulties with spoken and
  written language, coordination, self-control, or
  attention.

National Institute of Mental Health (NIMH)
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LD Characteristics

• Slower reading rate
• Poor read comprehension
• Difficulty in sentence structure
• Limited use of phonic
• Letter and/or number reversal
• Difficulty in operational processes

(For a more complete list of characteristic
behaviors click on the following website
Southern Maine Technical College)
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LD Teaching Tips

• Work closely with the resource teacher
• Seat students in the classroom were they can best
  be served
• Help students develop an organization system

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LD Teaching Tips

• Encourage students to use planners to keep track
  of assignments
• Work to the students strengths
• Be aware of the students accommodations
• Help the student stay on task
• Break down multi-step tasks for more clarity
  (Chris Graves, HSE counselor)

Tips menu
LD Menu
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LD References and Resources
(Links to websites Click on X in right hand
corner to get back to program)

• Information from the National Institute of Mental
  Health (NIMH)
• - Learning Disabilities
• ERIC Clearinghouse on Disabilities and Gifted
  Education
• Dyslexia
• Gifted students and learning disabilities
• Learning disabilities
• Self-Determination

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Attention Deficit Disorder (with/without
hyperactivity)Menu

• Attention Deficit Hyperactivity Disorder (ADHD)
  Menu
• Attention Deficit Disorder (ADD) Menu

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Attention Deficit Hyperactivity Disorder Menu

• General Information
• Characteristics
• Teaching Tips for ADD/ADHD
• References and Resources for ADD/ADHD

Photo www.iemily.com
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ADHD General Information

•   ADHD refers to a family of related chronic
  neurobiological disorders that interfere with an
  individual's capacity to regulate activity level
  (hyperactivity), inhibit behavior (impulsivity),
  and attend to tasks (inattention) in
  developmentally appropriate ways.

National Institute of Mental Health (NIMH)
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ADHD Characteristics

• Inattention include
• becoming easily distracted
• failing to pay attention to details
• rarely following instructions
• losing or forgetting things
• Hyperactivity and impulsivity are
• feeling restless
• blurting out answers
• having difficulty waiting

National Institute of Mental Health (NIMH)
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ADHD Characteristics

• Inattention include
• becoming easily distracted
• failing to pay attention to details
• rarely following instructions
• losing or forgetting things
• Hyperactivity and impulsivity are
• feeling restless
• blurting out answers
• having difficulty waiting

National Institute of Mental Health (NIMH)
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ADD/ADHD Teaching Tips

• Make directions clear and direct
• Encourage student to seek teacher assistance
• Require a daily assignment notebook
• Avoid distracting stimuli
• Avoid debating or arguing with the student
• Enforce classroom rules consistently
• (For a more complete list of teaching tips click
  on the following website
• Teaching Children with ADHD)

ADHD Menu
Tips menu
ADD Menu
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ADD/ADHD References Resources
(Links to websites Click on X in right hand
corner to get back to program)

• Information from the National Institute of Mental
  Health (NIMH)
• - Attention Deficit Hyperactivity Disorder
• - Attention Deficit Hyperactivity Disorder
  Questions and Answers
• Attention Deficit Hyperactivity Disorder

ADD Menu
ADHD Menu
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ADD/ADHD References Resources
(Links to websites Click on X in right hand
corner to get back to program)

• ADHD Articles from National Association of School
  Psychologist (NASP)
• - Attention, Trauma, and Anxiety
• - Attention Depression and Temperament
• - ADHD Look-Alikes - Guidelines for Educators
• - ADHD Children and Social Skills Training
• ADHD Students in the Classroom

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ADD/ADHD References Resources
(Links to websites Click on X in right hand
corner to get back to program)

• Methodist Health Care System of Houston, Tx.
• ADHD Video and Information
• ERIC Clearinghouse on Disabilities and Gifted
  Education
• Attention deficit disorders (ADD)
• Gifted students and attention deficit disorders

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ADD/ADHD References Resources
(Links to websites Click on X in right hand
corner to get back to program)

• Additional Teacher Tips
• - ADD strategies
• Yahoo! Mental Health ADHD
• Multimedia Videos on ADHD

ADHD Menu
ADD Menu
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Attention Deficit Disorder Menu

• General Information and Characteristics
• Teaching Tips for ADD/ADHD
• References and Resources for ADD/ADHD

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ADD General Information and Characteristics

• Attention deficit disorder without hyperactivity
• focuses on mainly on the inattention of
• students. The following are just a few of many
• characteristics that might be observed in the
• classroom
• Introverted and shy in the classroom
• Fail to give close attention to details and make
  careless mistakes
• Have difficulty sustaining attention in tasks or
  play activities
• Does not seem to listen when spoken to directly

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Emotional Disabilities (ED) Menu

• General Information on ED
• Bipolar Disorder
• Obsessive Compulsive Disorder
• Teaching Tips
• References and Resources

Bipolar Disorder is a condition in which the
student "swings" between different types of mood
episodes. Photo www.schoolbehavior.com
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General Information on ED

• Defining the disability of emotional
  disturbance to certain standards is difficult
  because of the changing and revised criteria for
  determining eligibility.
• 
  
  
  
  

(P. Buckley Moss Foundation for Children's
Education)
(continue to next slide)
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• ". . . a condition exhibiting one or more of the
  following characteristics over a long period of
  time and to a marked degree that adversely
  affects educational performance
• 
  
• 
  
  

(P. Buckley Moss Foundation for Children's
Education)
(continue to next slide)
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• An inability to learn that cannot be
  explained by intellectual, sensory, or health
  factors
• An inability to build or maintain satisfactory
  interpersonal relationships with peers and
  teachers

(continue to next slide)
(P. Buckley Moss Foundation for Children's
Education)
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• Inappropriate types of behavior or feelings under
  normal circumstances
• A general pervasive mood of unhappiness or
  depression or
• A tendency to develop physical symptoms or fears
  associated with personal or school problems."

(P. Buckley Moss Foundation for Children's
Education)
ED Menu
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Bi-Polar Disorder

• Bipolar disorder, also known as
  manic-depressive illness, is a brain disorder
  that causes unusual shifts in a person's mood,
  energy, and ability to function.

National Institute of Mental Health (NIMH)
(continue to next slide)
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• Different from the normal ups and downs that
  everyone goes through, the symptoms of bipolar
  disorder are severe.

National Institute of Mental Health (NIMH)
ED Menu
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Obsessive-Compulsive Disorder
People with OBSESSIVE-COMPULSIVE DISORDER (OCD),
an anxiety disorder, suffer intensely from
recurrent, unwanted thoughts (obsessions) and/or
repetitive behaviors (compulsions) that they feel
they cannot control. Repetitive behaviors such as
hand washing, counting, checking, or cleaning are
often performed with the hope of preventing
obsessive thoughts or making them go away.

(continue to next slide)
National Institute of Mental Health (NIMH)
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• Performing these so-called "rituals," however,
  provides only temporary relief, and not
  performing them markedly increases anxiety. Left
  untreated, obsessions and the need to carry out
  rituals can take over a person's life. Both
  adults and children can develop OCD.

National Institute of Mental Health (NIMH)
ED Menu
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ED Teaching Tips

• Do not get into a power struggle with ED kids.
• Always give choices.
• When there is a problem try not to yell, pull the
  student aside to talk with them.

(continue to next slide)
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ED Teaching Tips

• If there is a problem give student a cooling off
  period.  Do not expect them to make a good
  decision on the spot.
• Seat an ED student next to a strong student or
  have them work in strong groups.

(continue to next slide)
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ED Teaching Tips

• Take time in your day or week to talk to the
  student about things other than school. 
• Make sure you pick your battles. Try not to be
  nit picky about things that really are not that
  important.
• (Keri Brown, HSE emotional disability teacher)

Tips menu
ED menu
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ED References and Resources
(Links to websites Click on X in right hand
corner to get back to program)

• Information from the National Institute of Mental
  Health (NIMH)
• - Bipolar Disorder
• - A story of bipolar disorder Does this sound
  like you?
• - Child and Adolescent Bipolar Disorder An
  Update from the NIMH
• - Going to Extremes Bipolar Disorder

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ED References and Resources
(Links to websites Click on X in right hand
corner to get back to program)

• ERIC Clearinghouse on Disabilities and Gifted
  Education
• Behavior disorders
• Bipolar disorder
• Oppositional defiant disorder
• Information from the National Institute of Mental
  Health (NIMH)
• Obsessive-Compulsive Disorder

ED Menu
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IEP General Information

• The IEP is developed by a case conference
  committee for each child eligible for special
  education based on the child's unique needs. The
  IEP addresses the student's present level of
  performance, educational needs, and educational
  goals . It is reviewed at least annually by the
  case conference committee .

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IEP Case Conference Committee

• The case conference committee consists of the
  students custodial parent(s), special education
  teacher, general education teacher, and
  chairperson. Others may be invited to attend.
  (i.e. the student, school psychologist,
  principal, etc.)

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Tips on reading an IEP (For general education
teachers)

• The general education teacher should read
  the entire IEP however, there are a few section
  that one should make special note of (click on
  the section for more information)
• Eligibility Determination
• Educational Needs
• Measurable Annual Goals
• Accommodations
• Services Implementation

IEP Menu
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IEP Eligibility Determination
In this part (found on page 14e-5) of the IEP you
will be able to find out what type of disability
your student has. Once you know the type of
disability, you will then be able to better
accommodate the student.
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IEP Educational Needs
In this part (found on page 14e-5) of the IEP you
will be able to find out what type of educational
needs your student has. This section indicates
the overall educational needs that the students
has due to their disability.
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IEP Measurable Annual Goals
In this part (found on page 14e-9) of the IEP you
will be able to find out the goals for your
student. The case conference committee
determines these goals based upon the students
educational needs. These goals are monitored by
the special education teacher. Many of these
goals may be reached through the general
education curriculum.
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IEP Accommodations
In this part (found on page 14e-10) of the IEP
you will be able to find out what type of
accommodations your student has. This section is
probably the most important for general education
teacher, because it will indicate any type of
special arrangements that you will have to
provide for that student. Make a special note of
this section so that you will be able to best
serve the special education student in your
classroom.
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IEP Services Implementation
In this part (found on page 14e-11) of the IEP
you will be able to find out what type of special
services your student has. This section would
indicate some of the following services resource
study hall, speech therapy, occupational therapy,
help of an aide, etc. The people that provide
these services for the special education student
can be a resource to the general education
teacher.
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Tips on following an IEP (for general education
teachers)

• Read the IEP!!!!!
• Identify (highlight, etc.) these students in your
  seating chart and/or grade book
• Have a checklist of accommodations for each
  period based upon the special ed. Students in
  that class
• Use the special education teacher for help
• Talk to former teachers to get tips on what
  practices worked for a given student

(continue to next slide)
76
Tips on following an IEP (for general education
teachers)

• Stay on top of the paperwork
• Contact the parent and resource teacher about
  concerns academically, behaviorally, etc.
• Remember that following the IEP is not a choice,
  so do the best you can
• (Chris Graves, HSE counselor)

IEP Menu
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IEP References and Resources

• U.S. Department of Education
• IEP Guide

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Special Education In-Service Documentation Click
on the button below to take you to the
documentation form. Print out this form and
complete. Make sure you sign, date and return
the documentation form to your school principal.
This form will indicate to administration that
you have completed the in-service. (Click on the
X in the upper right hand corner of the word
document to return to this program.)
In-service Documentation
END