What Regular Educators Need to Know About Special Education

1. What Regular Educators Need to Know About Special Education Melanie Price, Ed.D.

2. Who Are You? On your handout, write at least five labels that have been given to you: ex: sister, athlete, friend. Discuss your list with someone at your table. Are there some negative connotations to any of the labels? How do you feel about that?Discuss your list with someone at your table. Are there some negative connotations to any of the labels? How do you feel about that?

3. Who Are Our Students? Write at least five labels we give to students. Discuss this list with someone at your table and talk about why labels can negatively affect the way we think about others. Can we make inaccurate assumptions about others by thinking of the label first before the person? How is this especially true with students? Discuss this list with someone at your table and talk about why labels can negatively affect the way we think about others. Can we make inaccurate assumptions about others by thinking of the label first before the person? How is this especially true with students?

4. People-First Language This is a very important concept. When we refer to a student with a disability, we always mention the student first before the disability. Think about the different terms we use to refer to a person with a disability: learning disabled, autistic, mentally retarded, orthopedically impaired, etc. With your partner, practice saying these terms using people first language.Think about the different terms we use to refer to a person with a disability: learning disabled, autistic, mentally retarded, orthopedically impaired, etc. With your partner, practice saying these terms using people first language.

5. Inspire4 IDEA is our nation's special education law. IDEA stands for Individuals with Disabilities Education Act. The most recent amendments to this important federal law were passed by Congress in 1997 and are known as IDEA�'97. IDEA guides how states and school districts provide special education and related services to more than six million eligible children with disabilities. Inspire4 IDEA is our nation's special education law. IDEA stands for Individuals with Disabilities Education Act. The most recent amendments to this important federal law were passed by Congress in 1997 and are known as IDEA�'97. IDEA guides how states and school districts provide special education and related services to more than six million eligible children with disabilities.

6. Disability Categories Mental Retardation Hearing Impairment Speech or Language Impairment Visual Impairment Emotional Disturbance Orthopedic Impairment Autism Other Health Impairment Traumatic Brain Injury Learning Disability Deaf-Blindness Multiple Disabilities Let�s take a look at the disability categories, then we�ll provide a better definition for each one along with suggestions for management.Let�s take a look at the disability categories, then we�ll provide a better definition for each one along with suggestions for management.

7. Mental Retardation (MR) Significantly significant subaverage intellectual functioning (IQ below 70), with deficits in adaptive behavior. Possible signs: Adaptive behavior difficulties Personal independence Self-help skills Cognitive impairments, leading to difficulties with Communication Learning, storing, and retrieving information Transferring knowledge to new situations Learning incidentally

8. Hearing (Auditory) Impairment (AI) An impairment in hearing that adversely affects a child�s educational performance (requires assessments from otologist and audiologist) Possible signs: Student does not follow directions Asks to have words repeated Difficulty locating sounds History of middle ear infections Problems with articulation

9. Speech or Language Impairment (SI) Delays or problems in speech, voice, and/or language functions Possible signs: Makes age-inappropriate articulation errors Exhibits dysfluencies in speech Is unable to follow directions Is unable to match letters and sounds Has an inadequate vocabulary Has poor concept formation Has difficulty conveying messages or conversing with others Has difficulty expressing personal needs

10. Visual Impairment (VI) Partially sighted: visual problems that result in need for special education Low vision: a severe visual impairment, not necessarily limited to distance vision Medical diagnosis required Possible signs: Scratchy, itchy, swollen or watery eyes Frequent headaches or dizziness Difficulty discriminating letters or symbols, or problems identifying small details Child squints or rubs eyes frequently Child holds objects very close to eyes Child uses one eye

11. Emotional Disturbance (ED) Long-term characteristics, including Difficulties in interpersonal relationships Inappropriate behaviors or feelings under normal circumstances Unhappiness or depression Physical symptoms or fears Possible signs: Aggression Violates the rights of others Violates norms or rules Ignores teacher�s reprimands Steals or damages property Demonstrates obsessive/compulsive behaviors Teased or neglected by peers Depressed Eating disorder Socially withdrawn Suicidal Excessive worries or panics Fears or phobias

12. Orthopedic Impairment (OI) A condition that adversely affects a child�s educational performance. Includes physical anomalies (such as clubfoot), impairments caused by disease (such as polio), and impairments from other causes (like cerebral palsy) Signs: Neuromotor impairments Seizure disorders Cerebral palsy Spinal cord disorders Polio Muscular dystrophy Muscular/Skeletal conditions Juvenile arthritis Limb deficiencies Skeletal disorders

13. Autism (AU) A rare condition affecting verbal and nonverbal communication and social interaction, generally evident before age 3. Characteristics include engaging in stereotyped movements or repetitive activities, resistance to environmental change or change in routines, unusual responses to sensory experiences. Possible signs: Impairments in reciprocal social interactions Poor communication abilities Insistence on sameness Unusual behavior patterns Includes children with Asperger Syndrome. Both groups share many characteristics like repetitive and stereotypic movements, but differ in language and cognitive abilities. Individuals with Asperger tend to have greater abilities than those who fit the more traditional descriptions of those with autism. p. 516 of SmithIncludes children with Asperger Syndrome. Both groups share many characteristics like repetitive and stereotypic movements, but differ in language and cognitive abilities. Individuals with Asperger tend to have greater abilities than those who fit the more traditional descriptions of those with autism. p. 516 of Smith

14. Other Health Impairment (OHI) Limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli that results in limited alertness with respect to the educational environment, that is due to chronic or acute health problems. Possible signs: Chronic illnesses Asthma Diabetes Cystic fibrosis Congenital heart defects Childhood cancer Blood disorders Infectious diseases HIV/AIDS Hepatitis B

15. Traumatic Brain Injury (TBI) An acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability. Open or closed head injury resulting in impairments in one or more of the following areas: Cognition Language/speech Memory Attention Reasoning Abstract thinking Judgment Problem-solving Sensory, perceptual, or motor difficulties Psychosocial behavior Information processing

16. Learning Disability (LD) Normal intelligence with academic performance significantly behind. Difficulties using or understanding language (spoken or written), problems with reading, writing, spelling or mathematical abilities. Possible signs: Significant discrepancy between potential and achievement Inability to solve problems Substantial delays in academic achievement Uneven academic abilities Not actively involved in learning tasks Poor language development Difficulties with basic reading and decoding skills Immature social skills Inattention, impulsivity Seems disorganized, unmotivated

17. Key Features of IDEA FAPE IEP LRE Appropriate evaluations Parent and student participation in decision-making Procedural safeguards Procedural safeguards � Parents have the right to: Be notified and invited to all meetings held about their child�s educational program Give permission for their child to be evaluated and to obtain independent evaluations Access to their child�s educational records Participate in all decisions about their child�s educational program, placement, goals and objectives Mediation, due process, and civil actionProcedural safeguards � Parents have the right to: Be notified and invited to all meetings held about their child�s educational program Give permission for their child to be evaluated and to obtain independent evaluations Access to their child�s educational records Participate in all decisions about their child�s educational program, placement, goals and objectives Mediation, due process, and civil action

18. What�s The Process? Step 1: Referral Step 2: Evaluation Step 3: Eligibility Step 4: Development of the IEP Step 5: Implementation of the IEP Step 6: Annual Review

19. Let�s Take a Really Close Look at the Referral Process� Student is having learning/behavioral problems Do the problems occur in more than one setting? Have extensive interventions been tried/documented? What regular education strategies have been used and for how long? Does the child speak a language other than English? Has the family moved frequently? Is it suspected that the child has one or more of the disabilities previously mentioned?

20. Referrals, cont. Teacher�s Role Conference with parents about concerns and explain available supports Meet with campus pre-referral team If a referral is initiated, complete referral paperwork in a timely manner Provide information to assessment and IEP teams to help formulate the student�s plan Implement modifications/ instructional plan

21. Suggestions for Teachers

22. For students with MR: Provide repetition and feedback Provide structure and clear expectations Use short sentences and simple vocabulary Provide immediate corrective feedback Demonstrate tasks (rather than telling) Break tasks into small steps For students with AI: Place the student as close to the speaker as possible Reduce background noise as much as possible Articulate clearly, but not necessarily more loudly Do not turn their back on the class. Avoid moving around the classroom while talking. Spend time talking with the child alone, so that he/she can become accustomed to the teacher�s speech.

23. For students with speech/language needs: Provide many opportunities for them to talk Provide time for students to formulate answers/thoughts before requiring them to answer Create a supportive environment where children trust each other and are encouraged to communicate Include group discussions and allow students to work together For students with VI: Place child�s desk close to teacher, blackboard Reduce glare Open or close doors Eliminate classroom clutter Place materials in consistent places Eliminate unnecessary noise Audiotape lectures, etc., for use as study aids Repeat directions orally Explain implicit and explicit rules for conduct, games, and social situations

24. Students with ED: Have clearly defined expectations Be firm but fair Do not use repeated threats or warnings Help students develop adequate social skills Provide a structured, predictable environment Understand and use the student�s behavior management plan Use technology for immediate feedback and individualized pacing and skill level Students with OI/OHI: Adapt the physical environment Remove hazards Provide accessibility Change student response mode Speaking instead of writing Computer print Alter materials and equipment Give handouts Use assistive technology Modify the activity Extra time Shortened assignments Provide extra assistance Tutors Volunteers Video or audiotape lessons

25. Suggestions for students with learning disabilities: Provide structure and a standard set of expectations Help students develop organizational skills Establish rules Adhere to a well-planned schedule Match your language to the comprehension level of the student Be consistent Adjust instructional materials and activities Be sure the reading level is appropriate Break tasks down into smaller pieces or chunks Use advance organizers Assign a peer tutor Modify tests and assignments Give students feedback and reinforcement for success Tell them when they are behaving properly and reward improvements Praise students when they have done well or accomplished a goal Inform them when they are not meeting expectations Make tasks interesting Make assignments interesting and novel Vary the format of instruction and activities Use high-interest materials Encourage students to work together

26. Collaboration What skills are needed? How can collaboration be accomplished? What are the barriers? What are the benefits?

27. References Texas Education Agency/Division of Special Education (2001). Special Education Rules and Regulations. Smith, Deborah Deutch (2001). Introduction to Special Education, Fourth Edition, Boston: Allyn & Bacon. Kaff, Marilyn and Norma Dyck (1999). Essential Skills for Paras, Lawrence, KS: Curriculum Solutions. http://www.nichcy.org/