Module 2

1. Module 2 EDU 363

2. Quiz 1 • What is cooperative learning and why might it be beneficial for students with special needs (two reasons)? • All members of a team are accountable for the success of the group via a common product. How could the teacher be sure that there was individual accountability (two ways)?

3. Reviewing Bloom’s Taxonomy • http://www4.uwsp.edu/education/lwilson/curric/newtaxonomy.htm • How are the two versions alike and different? • Which has more relevance for secondary education?

4. The Philosophy of inclusion • Historically, we moved from total neglect, to isolation, to segregation, to mainstreaming, to REI (regular education initiative), to inclusion. • Let’s do a “pretest” on inclusion - Figure 2.1 • Figure 2.2 • Figure 2.3 • In your team, try to come up with a user-friendly definition of inclusion. Share.

5. The “Power” of labels • What is the difference between eligibility and placement? • Let’s review the PROCESS • Which one has the most importance in actually teaching a student? • What is the normal curve?

6. High incidence exceptionalities • Learning Disabilities • Behavior Disorders • Speech and/or Language Disorders • Intellectual Disorders As a team, complete the grid on each. Share.

7. Learning Disabilities • A disorder in one or more of the basic psychological processes involved in understanding or using language • May manifest itself in an imperfect ability to: • Listen, think, speak, read, write, spell, or do math • Includes such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia • Does not include learning problems that are the result of other disabilities or environmental, cultural, or economic disadvantage

8. Most states require three criteria be met to receive services: • Discrepancy between intelligence and achievement • An “unexpected” difference between general ability and achievement • Many states are allowing RTI instead • Exclusion criterion • The student’s difficulties are not the result of another known condition that can cause learning problems • A need for special education services • The student shows specific and severe learning problems despite normal educational efforts

9. Why? • Brain damage or dysfunction • In most cases there is no evidence of brain damage • Assuming a child’s learning problems are caused by a dysfunctioning brain can serve as a built-in excuse for ineffective instruction • Heredity • There is growing evidence that genetics may account for at least some family linkage with dyslexia • Biochemical imbalance • Most professionals give little credence to biochemical imbalance as a cause • Environmental Factors • Impoverished living conditions early in a child’s life and poor instruction probably contribute to achievement deficits • Many students’ learning problems can be remediated by direct, intensive, and systematic instruction

10. Behavior Disorders One or more of the following characteristics displayed over a long period of time and to a marked degree that adversely affects educational performance: • Inability to learn not related to other factors • Inability to build or maintain satisfactory peer or teacher relationships • Inappropriate feelings or behavior under normal conditions • A general pervasive mood of unhappiness or depression • A tendency to develop physical symptoms or fears associated with personal or school problems • Definition does not apply to children who are “socially maladjusted” but includes schizophrenia

11. Something to think about . . . • http://youtu.be/ArdjxU-T2IE

12. Mild Intellectual Disabilities • IDEAdefinition • Significantly sub-average intellectual functioning • Deficits in adaptive behavior • Manifested during the developmental period • Three criteria for a diagnosis • Significant sub-average intellectual functioning - a score of two or more standard deviations below the mean on standardized intelligence tests • An individual must be well below average in both intellectual functioning and adaptive behavior • The deficits in intellectual functioning and adaptive behavior must occur during the developmental period to help distinguish mental retardation from other disabilities

13. First-hand. . . • http://youtu.be/uOQoXxEzgBU

14. Response to Instruction

15. What is RTI? • Response to Instruction (RTI) is a multi-tiered approach to help struggling learners. Students' progress is closely monitored at each stage of intervention to determine the need for further research-based instruction and/or intervention in general education, in special education, or both. 

16. 3 Tiers of RTI • Tier 1 • Instruction in general classroom • Screening tests administered • Tier 2 • Classroom teacher or other instructor provides intervention in general classroom • Tier 3 • Students who do not respond well to in-class interventions receive more specialized instruction with greater frequency or duration. • How do the tiers work? http://youtu.be/nkK1bT8ls0M

17. Alabama RTI Model

18. The IEP Cycle: The General Educator's Role The purpose of the general educator's role on the IEP team is to get accurate, reliable data on the student's behavior and progress toward meeting her annual goals.

19. Individualized Education Program (IEP) • IDEA requires that an IEP be developed and implemented for every student with disabilities between the ages of 3 and 21 • Individualized family service plans are developed for infants and toddlers from birth to age 3 The IEP team must include the following members: • Parents • Regular education teachers • Special education teachers • LEA representative • An individual who can interpret evaluation results • Others at the discretion of the parent or school • The student (age 14 or older must be invited)

20. IEP Components • The IEP must include: • A statement of present levels of educational performance • A statement of annual goals • A statement of how the child will be assessed • A statement of special education and related services • An explanation of the extent to which the student will not participate with non-disabled children • Individual modifications • The projected date for the beginning and duration of services • Beginning at age 16, an individual transition plan must be developed

21. IEP Functions and Formats • IEP formats vary widely across school districts • The IEP is a measure of accountability for teachers and schools • The IEP is not the same as curriculum; IEP objectives are not comprehensive enough to cover the entire scope and sequence of what a student is to learn

22. A general educator must be included if the student is or may be participating in the regular education environment. • The general education teacher also brings to the IEP team process a knowledge of: • The general education context. • How the student with disabilities performs in a general education context. • How the student interacts with her peers. • The pace of the class. • Other students. • The dynamics of the class. • Approaches for teaching the class as a whole.

23. To be an effective part of the IEP process, general educators will also need to: • Know how to communicate effectively and work within a team context. • Know how to observe special education students and record their behaviors objectively in order to help IEP teams track these students' progress. • Describe a student's performance and behaviors to emphasize the student's strengths. • Some general educators will need to learn how to describe a student's progress, weaknesses, and needs in appropriate, positive language. The idea is to describe the progress the student is making, no matter how small, and to focus on how to get to the next step. For example, "Jim can't add" is vague, derogatory, and doesn't describe what Jim can do. "Jim can count up to twenty by ones. We are working on having him count to fifty." is more positive, accurate, and points to the next goal.

24. Convey to the other IEP team members an acceptance and willingness to actively participate in the IEP process. • Be willing to try new approaches in working with students with special needs. • Be willing to ask for additional assistance when this is needed.

25. The New Common Core Standards • The common core state standards is an initiative of the Council of Chief State School Officers and the National Governors Association for Best Practices and would make standards the same across state lines in English language arts and mathematics. • In November 2010, the Alabama Board of Education adopted the common core state standards, making Alabama the 41st state to do so. • http://youtu.be/0Uv1DfFaahU