Special Education

1. Special Education An Approach:Teaching the Individual Student

2. Electric Slide 1. Step to the right with right foot • Step to the right with the left foot, crossing the left behind right • Close your feet together, by tapping your left foot near your right 2. Step left with left foot • Step to the left with the right foot, crossing the right behind the left • Close your feet together, by tapping your right foot near your left 3. Take three steps backwards (count 1,2,3), starting with your right foot and tap with your left foot 4. Step forward with your left foot. • Bring your right foot behind your left foot, and tap your right big toe to your left heel. • Step back with your right foot. And tapyour left foot in front of your right foot. 5. Step forward and turn left. Count 1, 2 to the beat of the music and do the following: • Step forward with your left foot, but prepare to turn left. • Hop on your left foot as you turn yourself to the left 90 degrees (aka a quarter turn). Turning to the left means, your left shoulder goes back (and right shoulder comes forward).. 6. Then repeat steps 1-5 after turning to face a quarter turn to your left.

3. What were the different types of instruction people needed to learn the Electric slide? • Observations

4. 8 Learning Styles: • Also known as H. Gardner’s MI Theory • Bodily/Kinesthetic Intelligence • Visual/Spatial Intelligence • Logical/Mathematical Intelligence • Verbal/Linguistic Intelligence • Musical/rhythmic Intelligence • Intrapersonal Intelligence • Interpersonal Intelligence • Naturalist Intelligence What are different strategies to meet the needs of the different Learning styles in your classroom?

5. Learning Styles • For many things, if we want to learn something well, we sometimes need direct instruction that caters to our different learning style. • Usual Learning styles that commonly catered to in the classroom • Very similar to SPED needs in your classroom.

6. Special Education • Definition of SPED in America • What is a disability? • How many of you have taught or been in a classroom with students with special needs? • Do you have a choice to have them in your classrooms? • When does one know if it is an environmental problem or a disability?

7. NPR: • Struggle For Smarts? How Eastern And Western Cultures Tackle Learning • http://www.npr.org/player/v2/mediaPlayer.html?action=1&t=1&islist=false&id=164793058&m=164940191

8. Difference of East and West approach to the experience of intellectual struggle. West East • Struggling is Bad • Parents say “that’s what smart people do” • Who they are • IP experiment: Gives up after 30 secs • Creative/Individualism • Struggling is Good • Parents: “you achieved bc you worked hard” • What they do • IP experiment: Takes whole hour • Excels in Math and Science

9. Thoughts? • Do you agree with this article (what parts)? Why or why not? • When do you stop trying? And ask for help? • What are the advantages and disadvantages of these different values when it comes to Special Education?

10. Teachers • Role of influence – what you do, students will do • What you do, others (parents) will do. • Resource of New Information Are you the sea of Galilee? OR A Dead Sea?

11. What is your idea of “Fairness” • What does it mean to treat our students with fairness? • http://www.youtube.com/watch?v=6G9--hUQDwY • 3:28mins

12. Famous people with Disabilities • A great inventor who had over 1,000 his inventions are in various fields used in our daily life. In his early life he was thought to have a learning disability and he could not read till he was twelve and later he himself admitted that he became deaf after pulling up to a train car by his ears. He first captured world attention by inventing the phonograph. His most popular invention is the electric light bulb. He also developed the telegraph system. He also became a prominent businessman and his business institution produced his inventions and marketed the products to the general people.

13. Thomas Edison

14. Famous people with Disabilities • An American author, political activist, and lecturer. She was the first deaf-blind person to earn a Bachelor of Arts degree.

15. Helen Keller

16. Famous people with Disabilities • An American film producer, director, screenwriter, voice actor, animator entrepreneur, entertainer, international icon, and philanthropist, well known for his influence in the field of entertainment during the 20th century. He had Dyslexia difficulty with reading.

17. Walt Disney

18. Other famous People

19. Questions • What are the problems you face with some of your most struggling students in your classrooms? • What problems would you like to be able to deal with in your future classroom?

20. Brief History and Categories An Individual Approach to Education

21. Brief History On Special Education • It was not until 1975 that the Education for All Handicapped Children Act, now called the IDEA, was enacted. • The IDEA provides early intervention services for children starting from birth up to age three who are developmentally disabled or are at-risk for developing a disability under Part C. Under Part B, the IDEA requires schools to provide special education and related services for children who are eligible from ages three until age 22.

22. Categories of Disabilities (National) Common Uncommon • Learning Disability • Speech/Language Impairment • Autism • Emotional Disturbance • Other Health Impairments • (Developmentally Delayed) • Intellectual Disability • Hearing Impairment • Deafness • Visual Impairment, including blindness • Deaf-Blindness • Orthopedic Impairment • Traumatic Brain Injury • Multiple Disabilities

23. Multiple Disabilities • means a variety of impairments (such as mental retardation-blindness, mental retardation-orthopedic impairment, etc.), the combination of which causes such severe educational needs that they cannot be accommodated in special education programs solely for one of the impairments. The term does not include deaf-blindness.

24. Orthopedic Impairment • means a severe orthopedic (physical) impairment that adversely affects a child's educational performance. • The term includes impairments caused by congenital anomaly (e.g., clubfoot, absence of some member, etc.), impairments caused by disease (e.g., Poliomyelitis, bone tuberculosis, etc.), and impairments from other causes ( e.g., cerebral palsy, amputations, and fractures or burns that cause contractures).

25. Deaf-Blindness • means naturally accompanying hearing and visual impairments, • the combination of which causes such severe communication and other developmental and educational needs • they cannot be accommodated in special education programs solely for children with deafness or children with blindness.

26. Visual Impairment, including blindness • means an impairment in vision that, even with correction, adversely affects a child's educational performance. The term includes both partial sight and blindness.

27. Deafness • means a hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification, that adversely affects a child's educational performance.

28. Traumatic Brain Injury • means an acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability or psychosocial impairment, or both, that adversely affects a child's educational performance. • The term applies to open or closed head injuries resulting in impairments in one or more areas, such as cognition; language; memory; attention; reasoning; abstract thinking; judgment; problem-solving; sensory, perceptual, and motor abilities; psychosocial behavior; psychosocial functions; information processing; and speech. • The term does not apply to brain injuries that are congenital or degenerative or to brain injuries induced by birth trauma

29. Hearing Impairment • means an impairment in hearing, whether permanent or fluctuating, that adversely affects a child's educational performance but that is not included under the definition of deafness.

30. Intellectual Disability • means significantly subaverage general intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child's educational performance.

31. (Developmentally Delayed) • for children aged three through nine (or any subset of that age range, including ages three through five), may…include a child who is experiencing developmental delays as defined by the State and as measured by appropriate diagnostic instruments and procedures in one or more of the following areas: Physical development, cognitive development, communication development, social or emotional development, or adaptive development; and who, by reason thereof, needs special education and related services.

32. Other Health Impairments • means having limited strength, vitality or alertness, including a heightened sensitivity to environmental stimuli, that results in limited alertness with respect to the educational environment that is due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, or sickle cell anemia; and adversely affects a child's educational performance.

33. Other Health Impairments (AD/HD) • ADHD - Attention Deficit Hyperactive Disorder. A condition identified as a medical diagnosis by the American Psychiatric Association's Diagnostic and Statistical Manual III-Revised (DSM III-R). This condition is also often called Attention Deficit Disorder (ADD) because of that usage in a previous edition of DSM. Although it is not a service category under IDEA, children with this condition may be eligible for service under other categories or under Section 504.

34. Emotional Disturbance • (includes schizophrenia but does not apply to children who are socially maladjusted, unless it is determined that they have an emotional disturbance) means a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child's educational performance: An inability to learn that cannot be explained by intellectual, sensory, or health factors; An inability to build or maintain satisfactory interpersonal relationships with peers and teachers; Inappropriate types of behavior or feelings under normal circumstances; A general pervasive mood of unhappiness or depression; or A tendency to develop physical symptoms or fears associated with personal or school problems.

35. Autism • a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a child's educational performance. • Other characteristics are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences. • The term does not apply if a child's educational performance is adversely affected primarily because the child has an emotional disturbance.

36. Speech/Language Impairment • means a communication disorder, such as stuttering, impaired articulation, a language impairment, or a voice impairment, that adversely affects a child's educational performance.

37. Specific Learning Disability (AD/HD) • means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations. The term includes such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. The term does not include learning problems that are primarily the result of visual, hearing, or motor disabilities; of intellectual disability; of emotional disturbance; or of environmental, cultural, or economic disadvantage.

38. Categories of Disabilities (National) Common Uncommon • Learning Disability • Speech/Language Impairment • Autism • Emotional Disturbance • Other Health Impairments • (Developmentally Delayed) • Intellectual Disability • Hearing Impairment • Deafness • Visual Impairment, including blindness • Deaf-Blindness • Orthopedic Impairment • Traumatic Brain Injury • Multiple Disabilities

39. Questions • Which one of these disabilities are most common in you classroom? • How are students with Special needs identified? • What problems have you encountered ?

40. Perspective of Student with LD • Makes up 1/3 of the SpEd population • Richard Lavoie “ F.A.T. City”: • Visual Perception • http://www.youtube.com/watch?v=O4f4rX0XEBA • 5:42mins • If time (Reading and Decoding) • http://www.youtube.com/watch?v=Xx5kr2T7rK8 • 7:55mins • What are some lessons or teaching strategies you can gather from this video?

41. Treatment of students • It isn’t she/he “is” a problembut should be “has” • Person First Language GOAL: Creating the Least Restrictive Environment (a place where students’ unique abilities can thrive) • For some, whether or not they succeed academics is not what helps them survive, it is social skills.

42. 2 Lenses to look at your Individual Students & Classrooms Way to look at CASE STUDIES

43. Lenses to look at your Individual Students: • 1. Inside Classroom • Environmental Lens: • Small groups – Differentiation • Structured environment • Placing student closer to the front • Instructional Lens: • Direct Instruction • Breaking down into smaller steps • Model, Do it with, let them do it independently • Give them time to respond • Give them visuals, audio, manipulatives

44. Lenses to look at your Individual Students: • 2. Outside Classroom • Environmental Lens: • Outside school remedial help/tutor/after school • If available, Specialist on certain disabilities. • Communicating with Parents about students needs: • Help them build concrete skills • Find out ways that student learns best • Find out things that the

45. Case Study #1 • The Following Special Needs students are enrolled in Mrs. Lee’s Class: It is an inclusive setting where a regular education teacher is familiar with specific needs of students. • What resources can she identify? (environmental) • What instructional practices will meet those needs? (pedagogy) • 2 students with ADHD • Several students with mild learning disabilities

46. Mrs. Lee’s class (ADHD students ) • Attention Deficit/ Hyperactivity Disorder: Are characterized by a persistent pattern of inattention and/or hyperactivity • Environmental: • Moving desks to front of class • Allowing students to get up and move before, during and after lesson is taught • Instructional: • limiting lecture to short segments • Breaking assignment in to smaller, more manageable parts

47. Learning Disabled Students • LD students are those who have significant discrepancy (which is not the result of a handicap) between academic achievement and intellectual abilities in one or more areas of: oral expression, listening comprehension, written expression, basic reading skills & comprehension, math calculation and reasoning and spelling. • Environmental: • Using cooperative learning activities when possible • Seat next to a helpful and more advanced student

48. Learning Disabled Students • Instructional: • Frequent progress checks to let them know how well they are progressing • Concise short activities when possible • Info in both written or verbal formats

49. Case Studies (3 Groups) Presentations • Speech & Language Impairments • Autism Disorders • Learning disabilities • Focus on first pages for definition and last pages for tips • What are some environmental strategies for these students? • What are some instructional strategies for these students?