Teaching Exceptional Learners

-Brown vs. Board of Edu. 1954:

The ruling found it unlawful to discriminate against a group of individuals for arbitrary reasons. Separate schools were deemed unequal and unconstitutional (14th Amendment). Major implications for individuals with disabilities and spurred advocacy groups.  

• Strengths-based approach

Explain things the student can do well and frame the things the student needs support on in a positive view 

• What is the process for eligibility for special education services (think back to MTSS)? 

-prereferral

-MTSS intervention

-referral 

-90days to evaluate/determine eligibility

-test and review evaluation results

-develop IEP for children identified as having a disability program planning

-determine the LRE that meets the student's needs and placement 

-timeframe set on IEP, collect data toward goals, ongoing monitoring of student progress monitoring annual review, review/create a new IEP every year 

-reevaluation once a year 

What are the included components in an individualized education program (IEP)?

Who are the required IEP team members?

-parents sped teacher, gen ed teacher, LEA representative, Interpreter of instructional implications of the valuation result, when appropriate the child and a related service personnel 

IEP Goal components

• Writing present levels of academic and functional performance- needed components. student needs, effect on progress in gen ed curriculum, baseline info (data), connection to goals/services 

• Writing IEP goals- needed components. condition, observable skill/behavior, criterion for mastery, timeline

when given multi-digit addition and subtraction problems

Lily will be able to solve problems by regrouping

with a 90% proficiency in

3 out of 4 consecutive sessions

• What are the differences between accommodations and modifications? What are examples of both?

Accommodations: small changes in how teachers present content or how the student demonstrates knowledge

-does not alter learning outcomes for students

-does not teach students new skills

-provides students access to the curriculum/assessment

-levels the playing field

-removes obstacles that are presented by the disability without reducing expectations for learning

(presentation, response, setting, time, and scheduling) 

Modifications: Changes made to the content of the curriculum or assessment itself that may change, lower, or reduce learning expectations

-changes expectations for learning

-reduces the requirements of the task

(change only the essay part of an exam rather than the whole exam)

What is universal screening? How are these used?

Universal screening measures are brief assessments focused on targeted skills and are typically used with all children three times a year (fall, winter and spring) to measure progress and determine an appropriate level of support.

• Why do we use curriculum-based assessment measures for data collection and progress monitoring? 

Brief assessments that serve as indicators of students' proficiency is academic are or skill

-type 1: universal screening decisions-to identify students who are at risk

-type 2: progress monitoring decision-to ensure that instruction is working

-type 3: diagnostic decisions-to develop an instructional plan in response to a specific problem

-type 4: outcome decisions-to determine and document the effectiveness of an education program

• What is the continuum of educational placements and the importance for placement in the least restrictive environment? 

continuum of educational placements: 

Regular: general education classroom with consultation from specialists, cooperative teaching, and/or co-teaching

Resource: Part-time placement in SPED classroom

Separate: full-time special education classroom in a general education school.

Separate school: special school

Importance for LRE: In order to encourage inclusion, equity, and access to the general curriculum, the Least Restrictive Environment (LRE) makes sure that children with disabilities are taught alongside peers without disabilities as much as possible. In addition to meeting legal and ethical requirements, it prepares students for entry into the real world and promotes academic, social, and emotional development.

 

Autism Spectrum:

Autism Spectrum: Difficulty with social interaction, verbal and nonverbal communication, repetitive behaviors, and restricted interests. Educational Approaches: Applied Behavior Analysis (ABA), visual supports, social skills training, communication strategies, and sensory integration therapy

• Describe the process for designing instructional programming 

• Data: needs to be current and relevant, informal and formal sources, sets the starting point for the goal, student work samples/observations/test scores

• present levels: Summarize the student’s current abilities based on the collected data. This will give us a detailed baseline that forms the foundation for goal setting and instructional planning.

• Goals: teachers will develop measurable, achievable goals that address the student’s specific needs. These will serve as clear targets for what the student should achieve within a specific time frame.

• EC services: teachers will identify and provide the special education and related services required to help the student meet their goals. These include the instructional setting, accommodations and modifications, and related services.

• Required components in IEPs:

PLAAFPs:  are the foundation upon which other IEP decisions are made. They must present a clear picture of students abilities and needs. PLAAFPs should include Student needs, Effect on progress in gen ed/curriculum, Baseline data, and Connection to goals/services

   Goals should include specific components to make sure it is clear, measurable, and tailored to the student's needs. The goal should include a Condition, behavior, criterion and timeframe. The goal should also relate to the identified need from the PLAAFP. Also, there should be a progress monitoring plan.

Preparing for and leading IEP meetings and the importance of family involvement.

• parents must be included in the IEP meeting and must participate in the identification, evaluation, educational placement, and provision of FAPE

• What is the prior written notice document? What are the included components? Why is this document so important? 

a legal document that schools must provide to parents of students with disabilities, informing them of any proposed changes to their child's IEP, including evaluations, placement changes, or service modifications. It is important because it ensures parents are fully informed about any changes to their child's educational plan, allowing them to actively participate in the decision-making process.  

Deafness:

Significant hearing loss, impacting language acquisition and understanding. Educational Approaches: sign language, assistive technology, visual supports such as captions on a video

Deaf-Blindness:

Severe limitations in both hearing and vision, impacting communication and access to information. Educational Approaches: Utilize tactile sign language, braille, or assistive technology for communication. Teach navigation and spatial awareness skills. Combine touch, hearing (if residual), and visual learning aids. Include interpreters, interveners, and low-vision aids.

Emotional Disturbance:

Difficulty managing emotions, exhibiting disruptive behaviors, impacting academic performance Educational Approaches: Social-Emotional Learning, Behavioral Interventions: Positive behavior supports (PBS), individualized behavior intervention plans (BIPs) to address disruptive behaviors.

Hearing Impairment:

Partial hearing loss that can affect language development and understanding. Educational Approaches: Assistive Listening Devices: Hearing aids, cochlear implants, or FM systems to improve auditory input.Visual Supports: Use of captions, written materials, and clear visual cues to supplement verbal communication.

Intellectual Disability: ​​

Significant limitations in intellectual functioning and adaptive skills Educational Approaches: Focus on practical life skills alongside academic goals. Break tasks into smaller, manageable steps with consistent reinforcement. Encourage social and academic interaction with peers through buddy systems. Address behavioral challenges with proactive and individualized strategies.

Multiple Disabilities

Simultaneous presence of two or more disabilities that significantly impact educational needs. Educational Approaches: Team-Based Approach, Integrated Support Services: A combination of physical, speech, and occupational therapy to address multiple disabilities.

Orthopedic Impairment

Physical limitations affecting mobility due to conditions like cerebral palsy or limb loss. Educational Approaches: Physical Therapy, Adapted Physical Education, assistive technology

Other Health Impairment:

Medical conditions like ADHD, diabetes, and seizures that affect educational performance. Educational Approaches: Provide clear routines and minimize distractions. Use strategies like token economies or behavior charts for focus and self-regulation. Allow movement breaks, chunk assignments, and incorporate hands-on activities. Use tools such as timers, organizers, or apps to aid attention and task management.

Specific Learning Disability:

Difficulty in one or more academic areas like reading, writing, or math due to underlying cognitive processing issues. Educational Approaches: Use structured, systematic teaching methods in reading, writing, or math. Incorporate visual, auditory, and kinesthetic elements to enhance understanding. Use Tools like speech-to-text software, audiobooks, or graphing calculators. Provide extended time, simplified instructions, and alternative methods of assessment.

Speech or Language Impairment:

Difficulty with articulation, fluency, or language comprehension. Educational Approaches: Speech Therapy, visual supports, AAC (Augmentative and Alternative Communication): Use of communication devices or systems to assist students with severe speech impairments.

Traumatic Brain Injury:

Brain injury affecting cognitive, physical, or behavioral functioning Educational Approaches: Cognitive Rehabilitation: Strategies to help students regain lost cognitive skills or adapt to new ways of learning.Behavioral and Emotional Support: Counseling services and behavioral interventions to address emotional and social challenges.Accommodations: Providing extended time for assignments, reducing distractions, or allowing rest breaks. Collaborative Support: Working with healthcare professionals to ensure an integrated approach to recovery and learning.

Visual Impairment:

Significant vision loss impacting access to information Educational Approaches: Teach literacy through braille and provide tactile learning materials. Develop skills for navigating school and community environments. Use Screen readers, magnifiers, and braille displays for accessing content. Work with vision specialists and orientation and mobility instructors

-PARC vs. Commonwealth of Penn 1972

Penn excluded 13 students who were found to be uneducable or untrainable the result was to require free public education for all. 

-Mills vs Board of edu 1972:

7 children were excluded because of disability. It was found to be unconstitutional and required students to be admitted immediately. 

- Endrew F. vs Douglas County 2017:

parents want reimbursements, claiming the school failed to implement IEP. The result is every child edu program must be appropriately ambitious in light of their circumstances and every child should have the chance to meet challenging objectives