Christi Chiappone-Stout & Bonita Ritter

1. Disability Awareness and Accommodations Christi Chiappone-Stout & Bonita Ritter

2. 14 IDEA School-Aged Categories • Autism • Deaf-Blindness • Deafness • Emotional Disturbance • Hearing Impairment • Intellectual Disability • Multiple Disabilities • Orthopedic Impairment • Other Health Impairment • Specific Learning Disability • Speech or Language Impairment • Traumatic Brain Injury • Visual Impairment • Development Delay

3. Objective & Agenda • Objective – Teachers will be able to identify classroom strategies and accommodations to use with different disabilities in their classrooms. • Agenda - • Accommodations / modifications • IEP vs 504 • Strategies – Autism, LD, ADHD • Review Strategies

4. Accommodation vs. Modification Accommodation Environmental Change, Teaching Strategies ⇒Seating, Room Set-up, Minimize Distractions. ⇒Multiple Intelligences, Organizers, Pre-Teaching ⇒ Highlighting, Computer, Braille, Large Print, Taped Text ⇒ Shortened Assignments, Types of Notes ⇒ Reinforcement, Tutoring ⇒ Length of Test, Question Type ⇒ Extended time, frequent breaks, Modification Lower the level of material. ⇒Materials are adapted, texts are simplified by modifying the content areas—simplifying vocabulary, concepts and principals. ⇒ Grading is subject to different standards ⇒ Assignments are changed using lower level reading levels, worksheets and simplified vocabulary. ⇒Testing Adaptations are used, such as lowering the reading level of the test.

5. IEP vs. 504 • IEP Defined The Individualized Educational Plan (IEP) is a plan or program developed to ensure that a child who has a receives specialized instruction and related services. • 504 Plan Defined The 504 Plan is a plan developed to ensure that a child who has a disability receives accommodations that will ensure their academic success and access to the learning environment.

6. What strategies accommodations do you use?

7. AUTISM

8. AUTISM SIMULATION 5 - VOLUNTEERS • Person #1 – Person with Autism • Person #2 - Personal Space • • Person #3 – Sensory Overload (Sound) • • Person #4 – Sensory Overload (Touch) • • Person #5 – Teacher / Group Leader How does group work feel?

9. What can we do in the classroom? • Provide Visuals and Sequence of Steps when teaching. • Provide Personal Space or relief from stimulation • Be Specific with reinforcement and critique. • Always give warning of change coming in schedules and routines. • Never use Figurative Language to a person with autism. • Teach Social Situations explicitly.

10. Learning Disabilities

11. Learning Disability - Simulation “ehT kcalb tac tas no eht toh nit foor” The black cat sat on the hot tin roof.

12. Learning Disability - Simulation

13. What can we do in the classroom? • Provide Direct Instruction when teaching concepts. • Provide Learning Strategies or short cuts when possible. • Plan Multi-Sensory activities into your lessons. • Chunk lessons, tasks, and assignments. • Always use Visualsto help process information. • Always give Intensive Practice and checks for Understanding.

14. A.D.H.D.

15. What can we do in the classroom? • Provide Preferential Seating during whole group instruction. • Provide Space around the student to get up or move in seat. • Plan Secret Cues between you and the student. • Reward good behavior, use behavior plans. • Allow use of Fidget Items to student. • Always give Active Learning when possible • Teach Organizational Strategies. • Prove Checklists/Agendas so students have a reference on where you are in case they get behind.

16. Review Strategies… • What strategies did we learn about? • What strategies were used in this power point that we have not discussed? • What might you try? • Remember this…

17. Fair DOES NOT mean Equal!