Special Education 547 - PowerPoint PPT Presentation

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Special Education 547

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Title: 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 individuals 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 students 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
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