Special Education 547

1
Special Education 547

• Unit Two
• Educational Considerations
• Kevin Anderson
• Minnesota State University Moorhead
• 2006

2
Curriculum

• Goals
• Standards
• Learning outcomes

3
Curriculum

• Curricular options
• General education curriculum with accommodations
• General education curriculum with accommodations
  and modifications
• Life skills curriculum
• Curriculum in modified means of communication and
  task performance
• Fundamental curricular options
• Self-determination
• Transition

4
General Education Curriculum with Accommodations

• Core courses
• Electives
• Basic academic skills

5
Accommodations vs. Modifications

• Accommodations
• Supports to aid access to the curriculum
• Does not change what is expected, just how it
  is expected
• Modifications
• Changes or adapts what is being taught
• May change content, outcomes, or levels of
  complexity

6
General Education Curriculum with Accommodations
and Modifications

• Same as previous
• Modified through
• Curricular analysis
• Requirements
• Proficiency level
• Thinking and problem-solving skills
• Learning and strategies and study skills
• Natural supports

7
Life Skills Curriculum

• Functional academics
• Reading
• Writing
• Mathematics
• Listening
• Speaking

8
Life Skills Curriculum

• Daily and community living skills
• Vocational
• Home and family
• Leisure
• Community/transportation
• Health
• Relationships
• Social skills

9
Curriculum in Modified Means of Communication and
Task Performance

• Physical tasks
• Speech and language
• Assistive technology
• Augmentative and alternative communication
• Information acquisition and management

10
Assistive Technology

• Curricular software
• Support general education curriculum
• Modify general education content
• Hardware for access to curriculum
• Access curricular software
• Access curricular materials
• Access functional life skills materials

11
Task Analysis

• Definition - Content and sequence of skills,
  behaviors, and activities to be taught through
  instruction
• Benefits
• Identify students strengths and needs
• Observe and record the learning process
• Prioritize instructional goals
• Plan for sequence of instruction

12
Assessment Tool

• Formative assessment - how a student is doing in
  the process
• Summative assessment - what a student has learned

13
Process

• Using typical sequences
• Defining results of trials
• Differentiating motor from cognitive difficulties
• Identifying student response difficulties and
  needs
• Determine type and amount of assistance needed

14
Outcomes

• Use as a screening
• Compare skills
• Develop curriculum

15
Situation Analysis

• Ecological inventory - evaluating a student in an
  environment where the student functions
• Format
• Domain
• Environment
• Sub-environment
• Activity
• Skills

16
Critical Issues

• Practicum issues
• Short presentation to class
• Review of AT process (Best Ch. 7)
• Description of AT project

17
Assistive Technology (AT)

• Devices that reduce the negative impact that
  impairments have on an individuals participation
  in curricular, extracurricular, and other major
  life activities.
• Services that are required to assist an
  individual with a disability to use AT devices

18
Four Core Principles

• Technology as an instructional tool
• Match technology to students needs
• Customize use of technology for each student
• Avoid over-reliance on technology

19
Use of AT

• Assistive technology
• Adaptive technology
• Remedial technology
• Universal Design for Learning

20
Considerations Regarding Participation

• Identify the situations that cause difficulty for
  students when they try to participate
• Consider possible adaptations that might be
  useful when trying to participate

21
Legal Mandate

• 1988 legislation
• 1990 IDEA
• Infusion of AT language
• Application to infants, toddlers, children, and
  youth with disabilities
• 1994 reauthorization
• Terminology
• Devices
• Services
• Consideration

22
AT Process

• Wisconsin Assistive Technology Checklist
• Categories
• Determining need
• Consideration
• Assessment
• Gathering information
• Decision making
• Implementation
• Extended assessment and trial use
• Selection and acquisition
• Feature identification
• Specification and demonstrations
• Location and ordering

23
AT Process

• Including in IEP
• Part of special education program
• Related service
• Supplementary aids and services
• Support for staff

24
Positioning

• Tone
• Alignment and stability
• Security
• Normal posturing
• Position changes

25
Seating

• Pelvic position
• Foot support
• Upper body support
• Negative impact

26
Positioning and Seating Issues

• Accessory equipment
• Transfer techniques
• Location
• Mobility
• Wheelchairs
• Manual
• Electric

27
Barrier Issues

• Physical access
• Environmental and material adaptations
• Location
• Work surface
• Object modifications
• Stabilization of equipment

28
Environmental Control

• Switch use
• Point of access
• Mounting
• Intended purpose
• Context

29
Sensory AT

• Assistive listening devices
• Telecommunications
• Alert or warning devices
• Visual enhancers
• Auditory prompters

30
Continued Study

• Assignment of Belson chapters
• Developing case study
• Identifying educational need
• Selection or design of curricular content
• Identification of instructional techniques
• Statement of AT recommendation
• Rationale for selection
• Implementation strategy

31
Augmentative and Alternative Communication (AAC)

• Non-symbolic
• Symbolic
• Aided considerations
• Output methods
• Displays

32
AAC

• Non-symbolic communication
• Form
• Function
• Content
• Symbolic communication
• Unaided
• Aided

33
Considerations for Aided Symbolic Communication

• Symbol type
• Means of access
• Vocabulary and retrieval
• Output methods

34
AAC Considerations

• Content
• Board arrangement
• Displays
• Instructional strategies

35
Program Planning

• Individual Education Plan
• Acquisition of the outcomes
• Monitor
• Evaluation
• Recommendations
• Services

36
IEP

• Determine current level of performance across
  domains
• Identification of strengths and needs in regards
  to physical and health disabilities
• Identification of goals and objectives
• Determining activities to support goals and
  objectives
• Making a plan to review progress
• Listing necessary adaptations

37
Ensuring Acquisition of Outcomes

• Monitoring educational progress and progress
  towards special education goals
• Evaluation
• Review/conduct formal assessments of achievement
  - determine impact of disability
• Review/conduct informal assessments, including
  organizational skills, independent work skills,
  classroom-related motor tasks, and overall
  strength/endurance in classroom activities

38
Ensuring Acquisition of Outcomes

• Recommendations
• IEP process
• General education teachers
• Classroom supports
• Special education providers
• Related service providers
• Collaboration with medical community

39
Assessment

• Formal and informal
• Tools and methods
• Data collection

40
Assessment

• Formal
• Issues
• Standardized measures
• Reliability
• Validity
• Accommodations and adaptations
• Results impacting categorical placement
• Informal
• Observations
• Curriculum-based measures
• Anecdotal

41
Assessment

• Tools
• Adaptive materials and equipment
• AT
• Methods
• Direct assessment
• Indirect assessment

42
Assessment

• Data collection
• Test results
• Daily progress
• Performance
• Academic
• Functional skills
• Advocacy

43
Medical collaboration

• School liaison
• Medical contacts
• Maintaining current information
• Ensuring health-related programming
• Reassuring and supporting teachers and aids
• Online training needs