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TExES Sp'Ed' EC12 Review

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Title: TExES Sp'Ed' EC12 Review


1
TExES Sp.Ed. EC-12 Review
  • Steve Hamman
  • skhamman_at_msn.com
  • 512-258-4208

2
Philosophy of Test
  • The educational program is created for the
    student based on individual needs-
  • You do not fit the student to an existing
    program-
  • The program is modified to align with the needs
    of the student.

3
Philosophy of the Test Buzz Words
  • Learner Centered
  • Least Restrictive Environment
  • Age Appropriate
  • Equality
  • Diversity
  • Higher Order Thinking
  • Lesson Cycle
  • Independent Learner
  • Cooperative Learning

4
Philosophy of the Test- Buzz Words
  • Modifications
  • Motivation
  • Positive/Proactive
  • Evaluation
  • Monitoring and Checking
  • Authentic Relevant Task
  • Legal and Ethical
  • Safe and Orderly Environment

5
Preparing for the Test
  • Notes on taking the test
  • Using time efficiently
  • Guessing
  • Choosing the Best Answer
  • Question Sets
  • Opinion Questions
  • Blooms Taxonomy

6
Common Distractions
  • An answer might be true, but has nothing to do
    with the reading passage
  • The answer is mostly true, but part of it is
    false (often in the last couple of words)
  • Strictly limited words are used, such as always
    or never
  • The answer is covered in the passage but does not
    fit the question

7
Answers Which Can Be Immediately Dismissed
  • Prejudice or ethnocentric answers
  • Sarcasm of demeaning overtones
  • Making an example of a problem child
  • Excluding the student

8
A Process for Answering Questions
  • Remember to use your reading skills Main idea,
    Inference, Self-monitoring,Questions, Clues, Key
    words
  • Be sure to read carefully all of the steps. Do
    not add to or take away from the given scenario
  • Always think Learner Centered
  • What is the learner outcome? What is the teacher
    trying to do?

9
Additional Test Taking Tips
  • Move straight through the test answering the
    easier items first
  • Mark difficult or questionable answers and come
    back to them
  • Eliminate any answer option you can before
    guessing
  • Circle your answer choices before you bubble in
    the answer sheet

10
Four Domains
  • Domain 1-Understanding individuals with
    disabilities and evaluating their needs
  • Domain 2-Promoting student learning and
    development
  • Domain 3-Promoting Student Achievement in English
    Language Arts and Reading and Mathematics
  • Domain 4-Foundations and Professional Roles and
    Responsibilities

11
Domain 1-Understanding Individuals with
Disabilities
  • Typical Human Development
  • Types of Development
  • Influences on Development
  • 4 Stages of Cognitive Development-Piaget
  • Sensorimotor- birth to age 2
  • Preoperational-age 2 to 7
  • Concrete Operational-age 7 to 11
  • Formal Operations-age 11 to adult

12
Sensorimotor- age birth to 2 Characteristics
  • Use senses to interact with environment
  • Begin to understand cause and effect
  • Understand object permanence
  • Use imitation and memory

13
Preoperational-age 2 to 7 Characteristics
  • Uses symbols and language
  • Self-centered thought
  • Pre-reasoning
  • One directional linear thought

14
Teaching the pre-operational child- age 2 to 7
  • Use hands on visual aids
  • Give brief instructions and use modeling
  • Make learning relevant to student experiences
  • Avoid long lectures
  • Use multisensory approach
  • Take field trips make learning authentic and
    meaningful

15
Concrete Operational Characteristics
  • Concrete reasoning
  • Make great strides in learning
  • Classifies objects
  • Understands concepts of space,mass, volume,
    number and length
  • Logical thinking

16
Teaching the concrete operational child
  • Continue to use visual aids
  • Use manipulatives (Math and Science)
  • Help students transition from concrete to more
    complex, abstract concepts
  • Sequencing and classifying at more complex level
  • Use Blooms taxonomy

17
Formal Operations-age 11 to adult
Characteristics
  • Formal reasoning
  • Abstract thinking
  • Deductive and Inductive reasoning
  • Gender identity becomes more clear
  • Anticipation of future outcomes

18
Teaching the formal operational child
  • Sophistication of visual aids (graphs and
    diagrams)
  • Discovery learning
  • Higher order thinking
  • Problem solving
  • Cooperative learning

19
Personality Development
  • Early Childhood age 0 to 6 years
  • Parental closeness very important
  • Beginning of self-control and independence
  • Developing sense of right and wrong

20
Personality Development
  • Elementary Grades 6 years to puberty
  • Develop independence and reliability
  • Interaction with peers more important
  • See relationship between work and outcome
  • Begin to work toward goals

21
Personality Development
  • Adolescence
  • Who am I?
  • Begin looking toward adulthood
  • Rejection of parents and authority figures
  • Mentoring and role models very important during
    this period

22
Development Characteristics of Children and Youth
ages 5-7
  • Family is primary source of support
  • Share and take turns short quarrels
  • Desire teacher affection and approval
  • School is positive and exciting
  • Eager to participate
  • Express emotions freely
  • Longer attention span
  • Distinguish between fantasy and reality
  • Good memory (sequencing)
  • Learning to Read period of language development
  • Girls ahead of boys in physical development

23
Development Characteristics of children ages 8-10
  • Adults primary source of support
  • Increased competition with peers
  • Peer pressure much stronger
  • Difficulty handling failure
  • Wants warm, friendly relationship with adults
  • Question belief systems
  • Conform to gender roles
  • Prolonged attention span
  • Slang and profanity common
  • More abstract vocabulary
  • Girls continue to be ahead of boys in physical
    development
  • Take responsibility for personal hygiene

24
Development Characteristics of children ages 11-13
  • Rebellion against parents and authority begins
  • Peers become more important than adults
  • Sexual role becomes a concern
  • School is a major social experience
  • Lack of self-confidence
  • Moody and unpredictable
  • Physical changes cause emotional stress
  • Assert own value system
  • Transition from concrete to abstract thinking
  • Problem solving
  • Increased vocabulary
  • Sexual development
  • Boys begin growth spurt

25
Development Characteristics of youth ages 14-18
  • Conflict between adult and youth
  • Preoccupation with acceptance by peer group
  • Fewer close friends, more intimacy
  • Future plans for career choices
  • Strong expression of beliefs and opinions
  • Confide in friends more than parents and adults
  • Interested in philosophical and political
    problems
  • Worries about physical appearance
  • Makes long range plans
  • Formulates and test hypotheses
  • Growth peak for boys
  • Complete sexual development

26
Types of Disabilities
  • Physical or Sensory Disabilities
  • Orthopedically Impaired
  • Determined by a physician
  • Body functions are so impaired that student cant
    be adequately educated without special services
    educational need
  • Cerebral Palsy is most common etiology in schools
  • Some students have contractures a shortening of
    muscle tendon producing a deformity

27
Physical or Sensory Disabilities
  • Other Health Impaired
  • Determined by a physician
  • Chronic or acute health problems which adversely
    affect educational performance educational need
  • Includes conditions such as asthma, sickle cell
    anemia, epilepsy-seizure disorder, leukemia and
    diabetes
  • ADD and ADHD became included in 1991

28
Physical or Sensory Disabilities
  • Speech Impaired
  • Determined by certified speech and language
    pathologist
  • Speech is so impaired that child cannot be
    adequately educated without special services
    educational need
  • 3 types of communication disorders
    stuttering,articulation and voice impairment
  • Other etiology includes cerebral palsy and cleft
    lip and palate

29
Physical and Sensory Disabilities
  • Auditorially Impaired
  • Determined by otologist or MD
  • Serious hearing loss even after corrective
    treatment or amplification
  • Certified audiologist required to evaluate
  • Cannot be educated without special services
    educational need
  • Programs for 0-3 year olds required
  • Low incidence disability

30
Physical and Sensory Disabilities
  • Visually Impaired
  • Determined by Ophthalmologist/Optometrist
  • Adversely affects educational performance
  • No vision or serious visual loss after correction
  • Programs for 0-3 year olds required
  • Low incidence disability

31
Physical or Sensory Disabilities
  • Deaf Blind
  • Combination of severe hearing and visual losses
    after correction
  • Must meet AI and VI criterion
  • Causes severe communication, developmental and
    educational problems

32
Physical or Sensory Disabilities
  • Multiply Disabled
  • Does not include deaf-blind
  • Any two or more impairments are present
    (MR/SI/OI/OHI)
  • Combination causes severe educational problems
  • Results in motor deficiencies and sensory
    deficits
  • Condition expected to continue indefinitely

33
Effects and Characteristics of Physical and
Sensory Impairments
  • Physical Disabilities
  • Fine and Gross motor problems
  • Isolated and feeling of inadequacy
  • Limited physical activity
  • May be in frequent pain

34
Effects and Characteristics of Physical and
Sensory Disabilities
  • Chronic Illness
  • Miss school frequently
  • Feel isolated and inadequate
  • Cannot participate in physical activities
  • Developmental delays

35
Effects and Characteristics of Physical and
Sensory Disabilities
  • Blind or Visually Impaired
  • Lack of facial expression
  • Awkward movements
  • Academically delayed
  • Emotional stress and anxiety
  • Isolation from peers

36
Effects and Characteristics of Physical and
Sensory Disabilities
  • Hearing Impaired
  • Poor articulation
  • Chronic attention
  • Confusion when given directions
  • Attention deficits
  • Social skill deficits
  • Academic retardation communication is the
    foundation for learning

37
Effects and Characteristics of Physical and
Sensory Disabilities
  • Speech Impairments
  • Unable to comprehend meaningful ideas which have
    been spoken (receptive) - aphasia
  • Unable to use spoken words effectively to express
    meaningful ideas (expressive) - aphasia
  • 3 Disorders Articulation, Voice
    (Phonation)-vibration of vocal folds, Fluency
    stuttering

38
Teacher strategies for Physical and Sensory
Disabilities
  • Accept child as they are
  • Make eye contact with child when they speak
  • Encourage student but dont speak or act for them
  • Build self confidence by emphasizing assets
  • Encourage participation in group activities

39
Characteristics and Etiology of Learning
Disabilities
  • Definition
  • Student has average or above average IQ and is
    not mentally retarded
  • Achievement assessment indicates severe
    discrepancy (more than one standard deviation
    15 points) below intellectual ability in one of 8
    areas oral expression, listening comprehension,
    written expression, basic reading skills, reading
    comprehension, math calculations, math reasoning
    and spelling
  • Student has had appropriate learning experiences

40
Characteristics and Etiology of Learning
Disabilities
  • Disorder of attention
  • Perseverance
  • Lack of organization
  • Difficulty with problem solving
  • Perceptual and information processing problems
  • Oral Language and Written Language problems
  • Reading difficulties
  • Mathematics difficulties
  • Inappropriate social behavior
  • May be unable to control affect (emotional aspect)

41
Characteristics and Etiology of Mental Retardation
  • Definition
  • Determined by psychologist or educational
    diagnostician
  • Two or more standard deviations below mean on
    standardized tests
  • Exist concurrently with deficits in adaptive
    behavior
  • Assessment must specify degree of retardation

42
Characteristics and Etiology of Mental Retardation
  • Trauma
  • Anoxia lack of oxygen at birth
  • Metabolic disorders PKU
  • Chromosomal anomalies Downs syndrome
  • Premature birth
  • Environmental influence
  • Other factors Drug related, Fetal alcohol
    syndrome

43
Levels of Mental Retardation
  • Mild 55 69 IQ- has behaviors near norm,
    developmental delays, normal physical appearance,
    self sufficient, has academic skills but
    difficulty with abstract concepts, can hold job
    and needs intentional instruction in social
    skills and how to handle leisure time

44
Levels of Mental Retardation
  • Moderate IQ 40 54 Has more serious
    developmental delays, can learn self help skills,
    can often hold a job but requires intensive
    training and job coaching, few academic skills
    functional academics, often has motor problems
    and significant communication deficits, requires
    intentional instruction in social skills,
    communication and self-care.

45
Levels of Mental Retardation
  • Severe IQ 25 39 Has very serious
    developmental delays, long term care is required
    to develop self help skills, significant deficit
    in communication skills, often has multiple
    disabilities, very limited social skills focus
    on quality of life and exposure to age
    appropriate activities

46
Levels of Mental Retardation
  • Profound IQ 24 and below Extremely
    significant developmental disabilities, few if
    any self help skills, little or no language,
    requires lifetime care, little or no social
    interaction, often self stimulate and self
    mutilate Focus on quality of life and
    participation in age appropriate activities

47
Characteristics of Autism
  • Definition
  • Onset before 30 months of age
  • Pervasive lack of responsiveness to others
  • Peculiar speech patterns or lack of language
  • Disturbances of response to sensory stimuli
  • Determined by multidisciplinary team ecological
    assessment with specific recommendations for
    behavior and parent support and training

48
Characteristics of Autism
  • Delayed onset of language
  • Visual-spatial concepts and rote memory are often
    in tact
  • Respond to visual symbols and schedules
  • Require highly structured routines and schedules
  • Often develop ritualistic behavior and self
    stimulating behaviors with objects
  • Disruption of environment can cause anxiety
  • Significant disturbances to sensory stimuli
    generalized hypersensitivity to hyposensitivity

49
Characteristics and Etiology of Emotional
Disturbance
  • Definition
  • One or more of the following characteristics over
    long period of time and to a marked degree which
    adversely affects educational performance
  • Inability to learn which cannot be explained by
    intellectual factors
  • Inability to maintain satisfactory relationships
  • Inappropriate behaviors in normal circumstances
  • Pervasive mood of unhappiness or depression
  • Tendency to develop phobias or fears

50
Characteristics and Etiology of Emotional
Disturbance
  • Must be determined by a psychologist or
    psychiatrist
  • Assessment must specify the severity of the
    condition and the functional implications
  • Assessment must recommend behavioral
    interventions
  • Schizophrenia is included under this disability
    category

51
Characteristics and Etiology of Emotional
Disturbance
  • Deviant behavior
  • Withdrawal
  • Uncontrollable outburst
  • Extreme dependency
  • Blames others
  • External locus of control
  • Chemical imbalance
  • Environmental factors
  • Substance abuse
  • Trauma sometimes related to abuse

52
Characteristics and Etiology of Emotional
Disturbance
  • Most severe types of ED include conduct disorder
    resulting in overt aggression, disruptive
    behavior, defiant and hostile
  • Anxiety withdrawal type is at the other end of
    the spectrum these students may be very hard to
    reach and are often suicidal

53
Consultative Processes and Procedures
  • Parent Organizations essential part of the
    educational process
  • General Education Staff are required members of
    the ARD committee
  • Administrator or designee or required members of
    ARD
  • Related Service Personnel provide input to ARD
    committee
  • Support Service Personnel provide expertise and
    guidance

54
Consultative Processes and Procedures
  • Data Gathering
  • Informal assessment-teacher observation, parent
    information, classroom activities
  • Formal assessment-standardized tests, medical
    records, rating scales
  • Reporting Data to parents
  • Use specific terms not jargon
  • Face to Face meeting is best
  • Full disclosure of rights

55
Support Services
  • Special Ed Counselor liaison between parent and
    school
  • Visiting teacher social worker
  • School security officers and police
  • Community resources and state programs

56
Related Services
  • Definition developmental, corrective and
    supportive services including transportation that
    are needed for student to benefit educationally
  • Types of Related Services Adaptive
    equipment,Vision therapy, Speech
    therapy,Occupational Therapy, Physical Therapy,
    School Health Services, Art and Music Therapy,
    Audiological services,Adaptive PE, Counseling,
    Special transportation and Assistive technology
  • Process Service provider conducts an assessment
    on a student and reports the findings to the ARD
    committee which determines if the service is
    needed for the student to make progress on their
    IEP

57
Medical conditions
  • Medication most common in the school setting
    are anticonvulsants used for seizure disorder and
    psychostimulants used for behavior
    disorders/ADD/ADHD
  • Medical Procedures include G-tube, tracheotomy,
    suctioning, catheterization,treatment for
    diabetes and severe allergies

58
Learning Theories
  • Operant Conditioning BF Skinner
  • Cognitive Development Jean Piaget
  • Modeling Bandura
  • Classical Conditioning Pavlov
  • Social Cognitive Learning Theory Vygotskys
  • Skinner is the Father of Behavior Modification
    and his work is based on the work of Pavlov

59
Formal and Informal Evaluation
  • Norm referenced tests
  • Score compared to specific reference group
  • Age and grade equivalents percentiles
  • Criterion referenced test
  • No comparison of individuals
  • Measures mastery of skills
  • TAKS is an example

60
Assessment Tools
  • Vineland Adaptive Behavior Scale
  • Peabody Individual Achievement Test
  • Woodcock Johnson Achievement Test
  • Stanford-Binet Intelligence Scale
  • Wechsler Intelligence Scale for Children-Revised
    (WISC-R)
  • Peabody Picture Vocabulary Test

61
Assessment Process for Special Education
  • Notice to Parents and consent from parents
  • Conduct assessments
  • Report shared with ARD committee
  • If student is eligible for special education the
    info is used to determine current performance
    levels and educational need and type of
    disability
  • The report guides development of the IEP
  • The report also provides guidance for placement
    and needed services
  • Assessment is a continuous process

62
Development of IEP
  • IEP Team Members
  • Parent or adult student
  • Administrator or designee
  • Regular education teacher
  • Special education teacher
  • Evaluation staff (if assessment is needed)
  • Support and Related Service personnel as needed

63
Development of IEP
  • Duties of ARD committee
  • Review assessment information to determine if
    disability is present
  • If yes, is there an educational need that
    requires special education services
  • If yes, develop and IEP

64
Types of Team Meetings
  • Admission Review assessment, determine if
    disability and educational need, develop IEP,
    determine placement and services
  • Review annually, review data, determine if
    still eligible for SpEd, develop IEP determine
    placement and services
  • Dismissal review data, determine that
    disability no longer exists or educational need
    no longer exists

65
IEP Development
  • Use assessment to develop IEP goals and
    objectives
  • Determine method of evaluation of goals
  • Develop timeline of evaluation
  • Determine person responsible for evaluation
  • Committee accepts IEP before services are
    provided
  • If parents disagree, district offers a 10 day
    recess to gather additional info and if still
    dont agree the IEP is implemented and the parent
    may formally appeal the ARD decision and request
    a due process hearing with a TEA hearing officer
  • Typically a district will offer mediation when a
    parent requests due process

66
Least Restrictive Environment Continuum of
Services
  • Regular Classroom
  • Inclusion Support
  • Resource Classroom
  • Self-contained Home campus
  • Self-contained Separate campus
  • Special Centers
  • Hospital Class
  • Residential Facilities

67
IEP Components
  • Effective dates of IEP
  • Person responsible for evaluation
  • Evaluation criteria
  • Annual goals measurable
  • Short term objectives
  • Amount of time schedule in general ed, special
    ed. and related services
  • Specific services to be received
  • Extended year services if needed
  • Consideration of Assistive Technology
  • Modifications and Accommodations
  • Type of State assessment
  • Transition Plan before age 16
  • Behavior Intervention Plan if needed

68
Task Analysis
  • Specify the main task to be taught
  • Identify subtasks at the next easier level
  • Treat each subtask as a main task and repeat
  • Stop the analysis when a subtask reaches the
    students entry level
  • Build the task around each specific student
  • Example Teaching toothbrushing or how to tie
    shoes

69
Collaboration with Professionals
  • Related service providers often have shared IEP
    goals
  • The providers collaborate with each other and
    with the classroom staff
  • The providers work in the natural environment and
    support classroom and schoolwide activities and
    routines
  • Share info and train across environments

70
Maslows Hierarchy
  • Physical Needs
  • Safety Needs
  • Group Belonging/Acceptance
  • Self Esteem Needs
  • Knowledge Needs
  • Aesthetic Needs
  • Self Actualization

71
Diversity Within the Classroom
  • Race
  • Gender
  • Ethnicity
  • Socio-economic status
  • Values
  • Abilities and Disabilities
  • Lifestyle of Family
  • Learning Style
  • Personal Interests

72
Accommodating and Supporting Diversity in the
Classroom
  • Foster student interdependence
  • Allow students to function in heterogeneous
    groups
  • Let natural networks of support develop
  • Integrate support and related services in the
    classroom keep pull out sessions to a minimum
  • Vary group size according to desired outcome
  • Organize classroom to accommodate various
    teaching and learning styles
  • Provide access to variety of materials and
    equipment

73
Enhancing Student Learning
  • Use research based instructional strategies
  • Learner centered focus
  • Developmentally appropriate
  • Age appropriate
  • Incorporate student interest and learning styles
  • Always consider the individual needs of students

74
Least Restrictive Environment Considerations
  • Inclusion in regular class
  • Variety of setting should be considered
  • Schooling should occur as close to home as
    possible
  • The selected setting should maximize time with
    regular education students
  • As progress is made student can move to less
    restrictive setting
  • Student should have opportunity to participate in
    extracurricular activities
  • Placement should be reviewed at least once a year

75
Individual Transition Plan
  • Must be developed for all student in SpEd
  • Involves long range planning
  • An ITP must be in place for all SpEd students by
    age 16
  • The focus is on 4 areas employment, education,
    independent living, community and recreation
    activities
  • Often involves vocational education
  • Carl Perkins Act of 1984 guaranteed access to
    vocational education and services for all students

76
Student Behavior and Social Skills
  • If a students behavior interferes with his
    learning a Behavior Intervention Plan (BIP)
    should be developed
  • A Functional Behavioral Assessment (FBA) should
    be conducted and that determines the function of
    the behaviors of concerns and drives the
    development of the BIP
  • The BIP consists of positive behavior supports
    and strategies and consequences. The foundation
    of the BIP is based on the belief that behavior
    is learned and that every behavior serves a
    function
  • It should be constantly monitored to determine
    success and revised as needed
  • The State of Texas has laws governing the use of
    Time Out and Restraint
  • If a student receiving Special Education is
    removed for more than 10 school days a
    Manifestation Determination ARD must be held to
    determine if the behavior that caused the removal
    is related to the students disability. If it is
    then the student cannot be removed to a DAEP and
    the ARD must revise the FBA and BIP and help the
    student achieve success.

77
Promoting Student Achievement in Language Arts,
Reading and Math
  • Reading approaches
  • Basal reading approach
  • Phonics approach phoneme/grapheme association
  • Linguistic or whole language approach
  • Language experience approach
  • Individualized reading approach
  • Rebus approach Picture words
  • Multisensory approach
  • High interest low vocabulary approach

78
Promoting Student Achievement in Language Arts,
Reading and Math
  • Written Expression
  • Handwriting
  • Functional and Creative written expression
  • Language Experience approach
  • Vocabulary Development
  • Content Development
  • Structure Development

79
Promoting Student Achievement in Language Arts,
Reading and Math
  • Math
  • Classification
  • Ordering
  • One to One Correspondence
  • Counting
  • Place Value
  • Operations
  • Use of manipulatives is an essential tool in
    teaching students with disabilities

80
Legal Foundations of Special Education
  • Public Law 94-142 passed in 1975 and was the
    Education for the Handicapped law
  • Reauthorized in 1990 and became IDEA
    Individuals with Disabilities Education Act
  • Both laws assured a free public education for all
    students regardless of disability, trained
    teachers, parent involvement, least restrictive
    environment, identification of learning
    disabilities, child find and an IEP for all
  • The law provided FAPE for all students with
    disabilities ages 3-21 and 0-3 programs for VI
    and AI students

81
Legal Foundations of Special Education
  • Section 504 Rehabilitation Act of 1973
    prohibits any person with a disability being
    denied participation and access to any program
    which receives federal funds
  • PL 101-336 ADA Americans with Disabilities
    Act is a civil rights law which protects the
    right of all persons with disabilities and also
    provides accommodations
  • FERPA Family Educational Rights and Privacy Act
    provides the right of inspection and review of
    records by parents and students

82
Rights of Parents of Students with Disabilities
  • Written notice and consent before assessment
  • Inspect and review all assessments
  • Be assured that child will be tested and
    instructed in native language
  • Right to and Independent Evaluation if they
    disagree with school evaluation
  • May request mediation or due process
  • Receive copies of Procedural Safeguards and
    Rights annually
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