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Special Education 547

Special Education 547. Unit Three Curricular and Assessment Issues Kevin Anderson Minnesota State University Moorhead 2006. Identifying Curricular Needs. Organizational and Independent Work Skills/Motor Skills Checklist Curriculum-based measures Standardized assessments.

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Special Education 547

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  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 error’s • 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

  21. 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

  28. 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 one’s 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

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