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February 5, 2004

ACCOMMODATIONS FOR ACCESSING THE GENERAL EDUCATION CURRICULUM. Liz Keefe, UNM. February 5, 2004. Trudy Potts, NMPED. LRE in a Nutshell!.

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February 5, 2004

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  1. ACCOMMODATIONS FOR ACCESSING THE GENERAL EDUCATION CURRICULUM Liz Keefe, UNM February 5, 2004 Trudy Potts, NMPED

  2. LRE in a Nutshell! • That special classes, separate schooling or other removal of children with disabilities from the regular educational environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily (34 CFR.550(b))

  3. And… • A child with a disability is not removed from education in age-appropriate regular education classrooms solely because of needed modifications in the general curriculum (34 CFR Sec. 300.552)

  4. Why Is This Important?Student Perspectives • “I’m more comfortable in a larger class with a team teacher because it feels normal and there’s two teachers to talk to” • “I don’t like smaller classes because it shows I’m in special education and I don’t like that”

  5. More Student Perspectives… • “If I need help all I have to do is raise my hand and I get pretty much the same attention from her as when I’m in a smaller class” • “If I were in larger classes I would think more of myself and I would not think of myself as a SPED, I would be normal”

  6. Why Is This Important?Teacher Perspectives • Many of the kids who would fall through the cracks, who have not been diagnosed, who have not been tested, get help too. • ...this is the first year they are all in regular ed classes and the behaviors are so much better. They have regular ed friends, they’re not acting out, they’re not defensive.

  7. More Teacher Perspectives... • The collaboration is so helpful...it’s just so much better than doing it by yourself, trying to figure all those variables out • It’s wonderful having two teachers in the classroom...I love having another person to share ideas with or to think about what’s going on with kids with someone else who cares about them

  8. LRE AND THE IEP: FREQUENTLY OCCURING ISSUES • LRE section includes cursory statement • IEP does not adequately describe supports/services that will be provided in general education setting • More restrictive setting based solely on needed modifications

  9. Consultation/monitoring not included in service schedule • Consultation/monitoring included with no goals/objectives • Effectiveness of modifications not evaluated at next IEP • Modifications don’t get implemented – modifications page does not provide enough information

  10. How can we do a better job of answering the question… “Can the student’s needs be met in general education with supplementary aids and services?”

  11. ACCOMODATIONS Defined by NMPED as: Any adaptation to the instruction, environment, materials, etc. that enables the student to be successful in the general education environment

  12. Can the student access the general education curriculum in the same way as other students? IF NO, THEN…

  13. Program-at-a-Glance • Purpose is to share information with the general educator about the skills a student is working on in easy to understand language – no jargon! • No confidential information is included • Includes information about student strengths • Includes other information as needed • Teachers love to have this information

  14. PROGRAM-AT-A-GLANCE Student: Teacher: Date: STRENGTHS IEP OBJECTIVES (In a few words) MANAGEMENT ISSUES:

  15. IEP MATRIX or INFUSED SKILLS GRID • Educational team (including gen. ed.) meets to consider opportunities to meet IEP goals in the general education setting. • Problem solve ways to address goals that cannot be met e.g. • Change gen ed environment • Change goal • Choose best time for pull-out • Identify appropriate accommodation • Environment, materials, support, evaluation • Don’t forget Hi and Lo tech assistive technology

  16. Two Examples in Literacy • Word Sort • Sort words however you wish • As you hear the words in the reading, put the words in order of when you heard it first • Summarize the content • How might this help students? • How could this be further modified? • Which content areas?

  17. Vocabulary Cards • Use for vocabulary or concepts • Follow instructions on task card • How might this help students? • How might this be modified further? • Which content areas?

  18. Resources • LRE Manual • SAT Manual • IEP Guidebook • LRE Professional Development • University • RECs • SPCED Administrators and teachers • Internet

  19. Ticket Out Useful information was…. I could have lived without… I will use… I still need more info about…

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