Special Education 547

1
Special Education 547

• Unit Three
• Curricular and Assessment Issues
• Kevin Anderson
• Minnesota State University Moorhead
• 2006

2
Identifying Curricular Needs

• Organizational and Independent Work Skills/Motor
  Skills Checklist
• Curriculum-based measures
• Standardized assessments

3
Considerations for Assessment

• Early Childhood
• Setting
• Supports
• Staff
• Teachers
• Activities
• Peer interactions
• Case Example

4
Considerations for Assessment

• Elementary
• Grade level
• Building philosophy
• Supports
• Peers
• Staff
• teachers
• Curricular expectations
• Case Example

5
Considerations for Assessment

• Middle and High School
• Grade level
• Placement and supports
• Future interests
• Level of independence
• Case example

6
Assessment

• Identification of disability
• Educational placement
• Curricular expectations
• Curricular barriers
• General management skills
• Maintaining pace with peers

7
AT Topics

• Discussion on practicum projects
• Case reviews
• Project reviews
• Review of chapter readings
• Instructional techniques
• Rationale for AT
• AT options

8
Early Childhood

• Early childhood AT considerations
• ECSE issues
• Age-specific needs
• AT needs
• Communication
• Literacy
• Computational

9
Instructional Adaptations

• Assessment and instruction
• Identifying adaptation needs
• Personal independence
• Recreation and leisure
• Curricular
• Selecting adaptations
• Training and evaluation

10
Assessment and Instructional Techniques

• Tools
• Discrepancy analysis
• Task analysis
• Prompting systems
• Learning strategies
• Demonstration Model

11
Personal Management

• Hygiene skills
• Eating and toileting skills
• Alternative methods
• Tube feeding
• Catheterization
• Colostomy care
• Independent cares

12
Personal Management

• Dressing
• Instructional techniques
• Adaptations
• Home care and management
• Adaptations
• Environmental control
• Community-based instruction
• Barriers
• Self-advocacy

13
Curriculum Considerations

• Assessment
• Identification of priority needs
• Impact on core curriculum
• Designing program
• Instruction techniques

14
Assessment

• Discrepancy analysis
• Task analysis
• Observation of performance
• Record of performance errors
• Determining instructional approach
• Direct instruction
• Use of adaptations
• Alternative methods

15
Instruction

• Prompting systems
• Learning strategies
• Demonstration model
• Response prompts

16
Personal Care Management

• Issues regarding feeding and respiration
• Issues regarding personal cares
• Impact on educational program
• Personal and social development and awareness
• Progress towards independence

17
Feeding and Respiration

• Terms
• Feeding
• Swallowing
• Aspiration
• Considerations
• Feeding skills
• Feeding utensils
• Positioning
• Swallowing
• Respiratory and gastrointestinal factors
• Nutritional requirements
• Oral and pharyngeal activity

18
Impacting Conditions

• Prematurity
• Upper airway obstruction/anomalies
• Congenital defects
• Traumatic injury
• Neurological conditions

19
Impact on Learning

• Nutritional intake
• Development and maintenance of teeth and gums
• Sensory stimulation
• Communication and personal/social skills
• Security and attachment

20
Typical Development

• Oral-motor skills related to feeding
• Rooting response
• Automatic phasic bite-release pattern
• Gag response
• Bottle drinking
• Sucking
• suckling
• Spoon feeding
• Cup drinking
• Solid foods
• Bite
• Munch
• Rotary jaw movements

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Typical Development

• Respiratory development
• Belly breathing through most of first year
• Develops coordination with movement, feeding and
  swallowing, and communication
• Increased abdominal control, stability of
  shoulder girdle, expansion of rib cage - leading
  to abdominal thoracic breathing
• Respiratory coordination with oral/pharyngeal
  activity in feeding and swallowing
• Postural control
• Physical growth
• Skeletal changes in alignment
• Sensory experiences
• Respiratory function

22
Essential Components

• Feeding
• Upper airway protection
• Gag response
• Lower respiratory system function
• Oral-motor skills
• Sound production
• Coordination with movement and respiration
• Emotional state
• Lips, tongue, teeth
• Imitation
• Basic needs
• Interaction

23
Dysfunction in Feeding

• Impact of tone
• Atypical movement patterns for example
• Upper body hyper-extension leading to jaw thrust
  and retraction
• Asymmetry leading to retraction and deviation to
  side
• Tongue retraction leading to tongue thrust
• Decreased sensory experiences

24
Dysfunction in Respiration

• Impact of tone
• Compensatory patterns for example
• Low tone leading to thoracic retraction
• High tone leading to elevation and internal
  rotation of shoulder girdle
• Decreased respiratory function
• Impacts feeding and swallowing, compromising
  safety
• Interferes with phonation

25
Evaluation Process

• Conducted by specialists who are knowledgeable in
  typical and atypical development
• Oral-motor structures
• Feeding and swallowing skills
• Respiratory coordination
• Body systems
• Monitored by educational team
• Oral sensory needs
• Nutritional needs
• Medication impact
• Positioning and handling issues

26
Considerations for Consultant

• Postural control and movement
• Sensory stimulation
• Respiratory function
• Positioning
• Methods of liquid intake
• Use of utensils for solid food intake
• Biting and chewing
• Drooling
• Sound/speech production
• Communication

27
Considerations for Intervention

• Establish goals and objectives for student
  performance
• Determine adaptations and strategies for
  intervention
• Ensure proper training
• Introduce interventions outside of actual
  mealtime or informal feeding opportunities
• Oral hygiene

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Considerations for Intervention

• Use of positioning and handling
• Selection of utensils
• Selection of food and liquids
• Consistency
• Texture
• Taste
• Nutrition
• Preparatory activities
• Facial and oral tactile sensitivity
• Facial and oral preparation
• Incorporating into normal routines

29
Considerations for Intervention

• Direct intervention techniques
• Oral control
• Cup drinking
• Spoon feeding
• Solid foods
• Respiratory coordination
• Preparatory activities of oral-motor structures
• Neurodevelopmental treatment of trunk and
  extremities

30
Personal Cares

• Self-care skills
• Hygiene
• Eating and toileting
• Dressing
• Use of adaptations
• Home management skills
• Kitchen skills
• Housekeeping
• Use of technology
• Community-based skills
• Transportation
• Access to facilities
• Barriers
• Recreation and leisure opportunities

31
Hygiene

• Personal and family values
• Impact of disability
• Areas of care
• Hand washing
• Face and body washing
• Hair care
• Oral hygiene
• Personal hygiene

32
Eating and Toileting

• Typical development
• Impact of disability
• Independent skills
• Training methods
• Alternative methods
• Tube feedings
• Catheterization
• Colostomy care
• Independent care versus adult assistance

33
Dressing

• Typical development
• Impact of disability
• Motivation and preferences
• Use of adaptations

34
Recreation and Leisure Opportunities

• Impact of Section 504 and ADA
• Physical access versus program or service access
• Role of DAPE teachers
• Terms
• Recreation
• Leisure

35
Physical Education

• Physically educated
• Skills necessary to participate in physical
  activity
• Level of physical fitness
• Appreciation of physical activity
• Physical activity for enjoyment and health
• Physical education
• Physical and motor fitness
• Fundamental motor skills
• Special PE, APE, movement education, and motor
  development

36
DAPE

• Modeled after regular PE program with necessary
  adaptations for success
• Challenging
• Consideration of life-long needs
• Integration with non-disabled peers
• Individualized selection of activities

37
Collaboration

• Assessment of motor abilities
• Prioritizing needs
• Anticipation of future environments
• Consideration of extracurricular activities
• Developing plan, including goals and objectives,
  placement, activities, and adaptations

38
Leisure and Recreation Education

• Personal preferences
• Non-competitive nature
• Not only fitness-related
• Domain-based
• Creative
• Science and technology
• Nature
• Sports

39
Work

• Directing physical and mental effort toward the
  achievement of something productive
• Competitive employment
• School work
• Daily living
• Personal growth
• Leisure opportunities

40
Barriers to Employment

• Need for extra support
• Complexity of physical and medical needs
• Low level of self-determination
• Limited social experiences

41
Essential Characteristics

• Self-reliance
• Self-evaluation
• Self-adaptability
• Self-determination

42
Self-reliance

• Psychological coping
• Physical capacity and stamina
• Mobility
• Communication
• Bathroom use
• Eating and drinking

43
Self-evaluation

• Self-awareness
• Interests
• Preferences
• Strengths
• Needs
• Standard
• What is expected
• How skills compare to others
• Where improvement is needed

44
Self-adaptability

• Depending on ones ability to make choices and
  manage their own behavior
• Demonstration of ability and judgment
• Adaptability Model
• Decision making
• Independent performance
• Self-evaluation
• Autonomy

45
Self-determination

• Self-determined Learning Model of Instruction
• Encourages students to become causal agents in
  their lives
• Educational supports are described
• Characteristics
• Self-awareness
• Problem-solving skills
• Pride
• Striving for independence

46
Life-Span Transition Education

• Four stages of career development
• Awareness
• Exploration (Occupational Outlook Handbook)
• Preparation
• Placement/follow-up and continuing education
• Three career education curriculum areas infused
  with above
• Daily living skills
• Personal-social skills
• Occupational skills

47
Preparation and Training

• Train to job interest
• Train for the environment
• Find a mentor from job interest
• Work on enhancing skills for specific job
  interest
• Train for accessing help when needed
• Train for job market

48
Preparation and Training

• Train for critical skills
• Train in community settings
• Use instructional strategies
• Train for independence
• Prepare before graduation
• Coordinate with community supports

49
Transition From School To Employment

• Assessment of abilities/job skills
• Record of experiences
• Inventory of interests
• Selection based on meaningful job opportunities
• Necessity of job