Special Education 547

1. Special Education 547 Unit Two Educational Considerations Kevin Anderson Minnesota State University Moorhead 2006

2. Curriculum • Goals • Standards • Learning outcomes

3. Curriculum • Curricular options • General education curriculum with accommodations • General education curriculum with accommodations and modifications • Life skills curriculum • Curriculum in modified means of communication and task performance • Fundamental curricular options • Self-determination • Transition

4. General Education Curriculum with Accommodations • Core courses • Electives • Basic academic skills

5. Accommodations vs. Modifications • Accommodations • Supports to aid access to the curriculum • Does not change “what” is expected, just “how” it is expected • Modifications • Changes or adapts “what” is being taught • May change content, outcomes, or levels of complexity

6. General Education Curriculum with Accommodations and Modifications • Same as previous • Modified through: • Curricular analysis • Requirements • Proficiency level • Thinking and problem-solving skills • Learning and strategies and study skills • Natural supports

7. Life Skills Curriculum • Functional academics • Reading • Writing • Mathematics • Listening • Speaking

8. Life Skills Curriculum • Daily and community living skills • Vocational • Home and family • Leisure • Community/transportation • Health • Relationships • Social skills

9. Curriculum in Modified Means of Communication and Task Performance • Physical tasks • Speech and language • Assistive technology • Augmentative and alternative communication • Information acquisition and management

10. Assistive Technology • Curricular software • Support general education curriculum • Modify general education content • Hardware for access to curriculum • Access curricular software • Access curricular materials • Access functional life skills materials

11. Task Analysis • Definition - Content and sequence of skills, behaviors, and activities to be taught through instruction • Benefits • Identify students strengths and needs • Observe and record the learning process • Prioritize instructional goals • Plan for sequence of instruction

12. Assessment Tool • Formative assessment - how a student is doing in the process • Summative assessment - what a student has learned

13. Process • Using typical sequences • Defining results of trials • Differentiating motor from cognitive difficulties • Identifying student response difficulties and needs • Determine type and amount of assistance needed

14. Outcomes • Use as a screening • Compare skills • Develop curriculum

15. Situation Analysis • Ecological inventory - evaluating a student in an environment where the student functions • Format • Domain • Environment • Sub-environment • Activity • Skills

16. Critical Issues • Practicum issues • Short presentation to class • Review of AT process (Best Ch. 7) • Description of AT project

17. Assistive Technology (AT) • Devices that “reduce the negative impact that impairments have on an individual’s participation in curricular, extracurricular, and other major life activities.” • Services that are required to assist an individual with a disability to use AT devices

18. Four Core Principles • Technology as an instructional tool • Match technology to student’s needs • Customize use of technology for each student • Avoid over-reliance on technology

19. Use of AT • Assistive technology • Adaptive technology • Remedial technology • Universal Design for Learning

20. Considerations Regarding Participation • Identify the situations that cause difficulty for students when they try to participate • Consider possible adaptations that might be useful when trying to participate

21. Legal Mandate • 1988 legislation • 1990 IDEA • Infusion of AT language • Application to infants, toddlers, children, and youth with disabilities • 1994 reauthorization • Terminology • Devices • Services • Consideration

22. AT Process • Wisconsin Assistive Technology Checklist • Categories • Determining need • Consideration • Assessment • Gathering information • Decision making • Implementation • Extended assessment and trial use • Selection and acquisition • Feature identification • Specification and demonstrations • Location and ordering

23. AT Process • Including in IEP • Part of special education program • Related service • Supplementary aids and services • Support for staff

24. Positioning • Tone • Alignment and stability • Security • Normal posturing • Position changes

25. Seating • Pelvic position • Foot support • Upper body support • Negative impact

26. Positioning and Seating Issues • Accessory equipment • Transfer techniques • Location • Mobility • Wheelchairs • Manual • Electric

27. Barrier Issues • Physical access • Environmental and material adaptations • Location • Work surface • Object modifications • Stabilization of equipment

28. Environmental Control • Switch use • Point of access • Mounting • Intended purpose • Context

29. Sensory AT • Assistive listening devices • Telecommunications • Alert or warning devices • Visual enhancers • Auditory prompters

30. Continued Study • Assignment of Belson chapters • Developing case study • Identifying educational need • Selection or design of curricular content • Identification of instructional techniques • Statement of AT recommendation • Rationale for selection • Implementation strategy

31. Augmentative and Alternative Communication (AAC) • Non-symbolic • Symbolic • Aided considerations • Output methods • Displays

32. AAC • Non-symbolic communication • Form • Function • Content • Symbolic communication • Unaided • Aided

33. Considerations for Aided Symbolic Communication • Symbol type • Means of access • Vocabulary and retrieval • Output methods

34. AAC Considerations • Content • Board arrangement • Displays • Instructional strategies

35. Program Planning • Individual Education Plan • Acquisition of the outcomes • Monitor • Evaluation • Recommendations • Services

36. IEP • Determine current level of performance across domains • Identification of strengths and needs in regards to physical and health disabilities • Identification of goals and objectives • Determining activities to support goals and objectives • Making a plan to review progress • Listing necessary adaptations

37. Ensuring Acquisition of Outcomes • Monitoring educational progress and progress towards special education goals • Evaluation • Review/conduct formal assessments of achievement - determine impact of disability • Review/conduct informal assessments, including organizational skills, independent work skills, classroom-related motor tasks, and overall strength/endurance in classroom activities

38. Ensuring Acquisition of Outcomes • Recommendations • IEP process • General education teachers • Classroom supports • Special education providers • Related service providers • Collaboration with medical community

39. Assessment • Formal and informal • Tools and methods • Data collection

40. Assessment • Formal • Issues • Standardized measures • Reliability • Validity • Accommodations and adaptations • Results impacting categorical placement • Informal • Observations • Curriculum-based measures • Anecdotal

41. Assessment • Tools • Adaptive materials and equipment • AT • Methods • Direct assessment • Indirect assessment

42. Assessment • Data collection • Test results • Daily progress • Performance • Academic • Functional skills • Advocacy

43. Medical collaboration • School liaison • Medical contacts • Maintaining current information • Ensuring health-related programming • Reassuring and supporting teachers and aids • Online training needs