Functional Curriculum- Fall 2011

1. Functional Curriculum- Fall 2011 Review Syllabus & Assignments Review From Last Term Discuss Universal Design for Learning & the Learning Context What is Teaching?

2. “Clearing a path for people with special needs clears the path for everyone!”

3. Six Guiding Principles to Creating an Inclusive School • All instruction is guided by General Education • All school resources are configured to benefit all students • School Proactively addresses social development and citizenship • School is data-based learning organization • School has open boundaries in relation to its families and its community • District supports school-centered approach and extensive systems-change activities required to implement a school-wide model Sailor & Roger, 2005

4. Change

5. Horner (2011)

6. External Community Supports Academic Support System: Response to Intervention Social/Behavior Support System: School-wide PBS Context for: Functional Assessment, Person Centered Planning, & Wraparound

7. Practice Guide for Self Determination Loman et al., 2010

8. Deficit-finding Perspective • “Rebecca Ferguson has an IQ of 21 and a mental age of 1 year, 18 mos. Her scores on the Vineland Adaptive Behavior Scales were below basal levels. She has Down’s syndrome and severe mental retardation. R cannot use the toilet or eat independently and will require lifelong assistance for personal care. She is nonverbal except for some random vocalizations. R sometimes engages in aggressive behavior including spitting, and slapping

9. Capacity-building perspective • “Rebecca is a 16-year old girl with brown eyes and black hair who has been medically classified with Down’s syndrome. Her scores below basal levels on the Vineland and the Weschler Intelligence Scale support her ongoing eligibility for special education services. R is highly social and greets others using eye contact, smiles, a wave, and an occasional hug. She makes her needs known by moving to an area or obtaining materials (e.g, her bathing suit to go swimming). She can sign “eat” to request food. She has strong preferences is assertive….

10. Assessment Process for Students with Significant Disabilities Step 1: Plan with Student & Family Step 2: Summarize what is known about the student Step 3: Encourage Self-Determination/ Assess Student Preferences Step 4: Assess student’s instructional program Step 5: Develop ecological assessment report to inform Present Levels of Academic Achievement and Functional Performance (PLAAFP) & IEP Goals/Objectives

11. Person/family-centered planning • Summarize student life/learning/cultural background • Identify preferences Identify Strengths Verify behavior/ communicative functions, Analyze academic/ environmental demands in general education environment Task analyses Monthly/ Quarterly • Graph learner progress • Modify procedures as necessary • Expand plan as necessary • Select Instructional Procedures • Create opportunities for practice • Implement relevant procedures • Program generalization & maintenance • Review Assessment Info • Select appropriate • interventions • Write goals

12. Individual Student Planning • Multi-disciplinary Team approach • “One Voice” • Involving GE, SPED, other services • Review data, schedule and outline actions to better support student • 1 time per/ mon. until establish success • No longer than 45 minutes • Agenda with action plan

13. Steps in Conducting a Systematic Preference Assessment • Define the purpose of the assessment. • Select the range of sampling options • Determine the forms of the sampling options • Define the student’s responses for preference and non-preference of options • Outline presentation procedures • Determine sampling schedule & location • Observe & record responses to options • Summarize & make recommendations based on assessment.

14. 1. Define the purpose of the assessment • Planning for the immediate context • Provide the focus person with the opportunity to become familiar with the range of options available in the daily routine of a person without disabilities • Planning for lifestyle enhancement • Major life decisions, exposure to experiences • Planning Instruction & intervention • Identify things that will reinforce behaviors • Guiding question should be: “How will this information be used to promote the student’s self-determination?”

15. 2. Select the range of sampling options • Consider the category based on the purpose: • Foods, drinks, tangibles, formats, job types (e.g., clerical, custodial, etc.) • Within that category determine the options (must be meaningful) • Applesauce, mandarin oranges, yogurt, etc. • Tasks within a job: photocopying, shredding, etc. • Graphic organizers, cloze strategy, partners

16. 3. Determine the forms of the sampling options • Options can be either presented in their actual forms or represented with symbols or objects • Pictures (of them doing the job) • Video tape clips • A portion of the actual activity • Menu • Flyer

17. 4. Define the student’s responses for preference and non-preference of options Discrete responses -e.g., approaching, engaging, initiating Multicomponent responses -e.g., manipulation for at least 30 seconds plus sustained eye contact for at least 15 seconds, plus positive vocalizations while manipulating them. Define both positive response (indicating preference) and negative response (indicating non-preference)

18. 5. Outline presentation procedures • Provide step by step instructions of how to present the options to the student • Define whether you will use • Single item presentation (one option; e.g., going to the movies) • Paired-item presentation (two options; e.g., markers or crayons) • Group presentations (three or more options, remove item selected, offer remaining options, re-present to determine hieararchy)

19. 6. Determine sampling schedule & location • Want to present options within the most natural setting • Determine when the options will be presented: • Massed in brief trials • When the learner is familiar with the items available • Distributed across the day • e.g., different types of materials for instruction • Combination of massed and distributed • Narrowing job interests to schedule job tryouts • Specifically scheduled events • Touring housing options with a realtor • Important to note who presented the options

20. 7. Observe & record responses to options • Record the responses of the student • Indicate the percentage an option is selected AND/OR • Indicate how long student engaged with option AND/OR • Hierarchy of preferences

21. 8. Summarize & make recommendations based on assessment • See example • Want to ensure that the language is parent and teacher friendly. • Make sure the purpose is expressed and the outcome is clearly described.

22. Assessment Process for Students with Significant Disabilities Step 1: Plan with Student & Family Step 2: Summarize what is known about the student Step 3: Encourage Self-Determination/ Assess Student Preferences Step 4: Assess student’s instructional program Step 5: Develop ecological assessment report to inform Present Levels of Academic Achievement and Functional Performance (PLAAFP) & IEP Goals/Objectives

23. Infused Skills Grid • Focus on Goals. • Increase Participation

25. Bryant, D.P., Smith, D. D., & Bryant, B. R. (2008). Teaching students with special needs in inclusive classrooms. Boston: Allyn & Bacon. Bryant, D.P., Smith, D. D., & Bryant, B. R. (2008). Teaching students with special needs in inclusive classrooms. Boston: Allyn & Bacon.

26. Ability Awareness • Alternatively called “disability awareness” • Lessons, activities, discussions that teach students & staff about individual abilities • Facilitates a dialogue about overall respect & dignity

27. Basic Idea around Ability Awareness • Should emphasize that we are all people first & • We all want to be treated fairly and have opportunities like everyone else

28. Teaching individuals to value similarities despite individual differences • Abilities • Appearance • Culture • Language • Socioeconomic status (SES) • Other differences (e.g., religious, sexual orientation, etc.)

29. Who conducts AA activities? • Best case= Gen Ed teacher • Default= special educator, speech therapist, OT, PT, VI specialists, Mobility specialists

30. Where & When to facilitate an AA activity • When a student is moving to a new classroom • New situation concerning the student (e.g., new wheelchair, new equipment, new life situation) • Whole classroom, small group (e.g., social club, peer mentors), staff meetings, collaborative planning meetings with staff

31. Why? • All students & staff should be taught expectations on how best to: • Interact • Work with • Play with • Advocate for • & talk about people with disabilities in a respectful manner • Example: http://www.youtube.com/watch?v=HTNVXlirF4Y

32. Universally Designed Instruction…Why? National Center on UDL; www.udlcenter.org

33. Guideline #1:Provide Options for Perception • Offer ways for customizing the display of information • Offer alternatives to auditory information • Offer alternatives to visual information

34. Guideline #2Provide options for language, mathematical expressions, & symbols • Clarify vocabulary & symbols • Clarify syntax & structure • Support decoding text, mathematical notation, & symbols • Promote understanding across languages • Illustrate through multiple media

35. Guideline #3:Provide options for comprehension • Activate or supply background knowledge • Highlight patterns, critical features, big ideas, & relationships • Guide information processing, visualization, & manipulation • Maximize transfer & generalization

36. Universally Designed Instruction…Why? National Center on UDL; www.udlcenter.org

37. Guideline #4Provide Multiple Means for Action & Expression • Vary the methods for response & navigation • Optimize access to tools and assistive technologies

38. 5. Provide options for expression & communication • Use multiple media for communication • Use multiple tools for construction & composition • Build fluencies with graduated levels of support for practice & performance

39. 6. Provide options for executive functioning • Guide appropriate goal-setting • Support planning & strategy development • Facilitate managing information & resources • Enhance capacity for monitoring progress

40. Universally Designed Instruction…Why? National Center on UDL; www.udlcenter.org

41. 7. Provide options for recruiting interest • Optimize individual choice & autonomy • Optimize relevance, value, & authenticity • Minimize threats & distractions

42. 8. Provide options for sustaining effort & persistence • Heighten salience of goals & objectives • Vary demands & resources to optimize challenge • Foster collaboration & communication • Increase mastery-oriented feedback

43. 9. Provide options for self-regulation • Promote expectations & beliefs that optimize motivation • Facilitate personal coping skills & strategies • Develop self-assessment & reflection

44. Universally Designed Instruction…Why? National Center on UDL; www.udlcenter.org

45. “Experts Get Big Bucks For Consultation to Remind Folks that ‘Intervention’ Can Be Effective Only Before a Crisis Occurs” “Secret”: Design Instruction and Interventions that are designed to Prevent, Teach, and Effectively Respond to Student Behavior

46. Systematic Instruction Behavioral Principles & Teaching Applications

47. Systematic Instruction: Guiding Principles • These principles guide educators in developing instructional plans that have the greatest likelihood of student learning: • Teaching meaningful and functional skills, • Facilitating attention to relevant stimuli, • Providing frequent opportunities to respond • Providing a positive learning environment Halle et al., 2004

48. Teaching Applications Stimulus Control Prompting Fading Shaping Chaining

49. Teaching • Teaching is the process of arranging instructional stimuli that result in behavior change for the learner. • Teaching requires the establishment of a learning context. • Teaching requires behavior change on the part of the learner. • Teaching students to respond to specific stimuli is a teacher’s basic job.

50. Basic elements of behavior analysis • Behavior (response) • Antecedent (antecedent stimuli) • Consequence • Setting event • These describe the behavior within an environmental context • Summary statement or testable hypothesis