Diverse learners Final Cultural Lingusitic Diversity-Sensory integration

What legislation has been important to students who are culturally and linguistically diverse?

Lau v Nichols 1974: schools must offer services to help students overcome language barriers

What does ELL stand for

English language Learner.

Basic Interpersonal Communication Skills (BICS) basic communitcation skills

Skills that allow a student to communicate well on the playground and interact with their peers and teachers, typically taking two to three years to develop.

Cognitive Academic Language Proficiency (CALPS) Academic/Classroom English

More advanced skills requiring understanding of content-specific vocabulary, engaging in discussions, using figures of speech, and higher order thinking, typically taking five to seven years to develop.

Strategies to help students

Before: small conversation to access prior knowledge, preview vocab, translate key terms, video in native language, flash cards with image to match words. During: diagram with key words, read out loud, check ins, turn and talk, and highlight important info. After: allow student to draw, tell story verbally, utilize music, prompts, utilize their first language.

How to help students access curriculum:

cooperative learning: Structured and guided small group work.

Peer tutoring: Peer assisted learning strategies (PALS)

Technology: Enrich curriculum and instruction accommodations and language translators.

Are ELLS exempt from standardized testing

No, everyone is part of standardized testing except if they live in the US for under one year they may be placed in alternative testing.

How do Biases impact identification process

Incorrect placement for students.

Code switching

When a student uses their native language and English within the same communication.

Language impairment vs. learning disability

If the impairment occurs in both language and child's dominant language, then it is a language disorder/impairment.

Making ELLs feel part of the classroom

Peer partner, visual of daily schedule, interpreter if necessary, materials related to culture.

Frustration level

Where word decoding accuracy is just below 90% with comprehension accuracy below 70%.

Instructional Level

Where word decoding accuracy is around 90% with comprehension accuracy around 75%.

Independent Level

Where student does not require assistance anymore, having word decoding accuracy well above 97% and comprehension well below 90%.

Stages of Second Language Acquisition

Silent/receptive or pre-productive, early production, speech emergence, intermediate language proficiency, and advanced language proficiency.

Level students should function most of the time

Instructional.

Level homework should be given at

Independent.

level with Independent work

Instructional teacher walks around and sees student struggling and goes over to help; Independent if teacher cannot help.

Three principles of effective vocabulary learning

Include definitional and contextual information, have children actively process the information, provide multiple exposures.

Focuses on individual child.

IEP

Legally binding document.

IFSP and IEP

Reviewed every six months.

IFSP

Explains current level of functioning.

IFSP and IEP

Includes focus on natural environments.

IFSP

Ages 3-21.

IEP

Ages from birth-3rd birthday.

IFSP

Focuses on the family.

IFSP

Reviewed Annually.

IEP

7 steps to this process.

IEP

Required by IDEA.

IFSP and IEP

Focuses on School.

IEP

EIP

Early intervention program.

IFSP

Individualized Family Service Plan.

IEP

Individualized Education Plan.

FAPE

Free Appropriate Public Education.

LRE

Least Restrictive Environment.

CST

Child Study Team.

PRISE

Parental Rights in Special Education.

Transition services

Both IEP and IFSP

Reviewed every 6 months

IFSP

For students ages 3-21

IEP

Permission to conduct initial evaluations is needed

Both IEP and 504

Additional funds are provided by the Federal Government

IEP

Requires an individualized education

IEP

Allows for a due process hearing if parents disagree

Both IEP and 504

Is periodically re-evaluated

504

Must be 3-21 with a disability and meet the 3 prong rule

IEP

Comes from a civil rights law and requires education commensurate to those of his peers

504

Provided at no cost to families

Both IEP and 504

7 steps leading to an IEP

prereferral, referral, identification, eligibility, development of the IEP, implementation of the IEP, evaluation and reviews.

Prereferral

Document/explain students difficulties/challenges and test classroom accommodations.

Referral

A written request for an evaluation given to a school district when a child is suspected of having a disability.

Identification

Determine if a child has a disability and what types of services are necessary.

Eligibility

A child is eligible for special education services if they have one or more disabilities that adversely affect educational performance.

Development of the IEP

The team outlines the individualized education plan needed by the student.

Implementation of the IEP

Once developed, the student's services and individualized program begins.

13 categories for eligibility under IDEA

Autism spectrum disorder

deaf blindness

deafness

emotional disturbance

hearing impairment

intellectual disability

multiple disabilities

orthopedic impairment

other health impairment

specific learning disability

speech or language impairment

Traumatic brain injury

Visual impairment including blindness

(developmental delay from 3-9 would be 14th catergory if states allow it)

IEP

Individualized Education Plan that covers students ages 3-21, including present performance, goals, special education and related services, and participation in state & district testing.

IFSP

Individualized Family Service Plan that revolves around a child's family, targeting outcomes for the family and including activities undertaken with multiple agencies.

504 Plan

A plan that prohibits discrimination on the basis of a disability in any program receiving federal funds, ensuring accommodations but not additional funding.

Rights of the parents

Includes notification of meetings in writing, the right to have an interpreter, accommodations, receiving copies of evaluations, inviting others to meetings, and the right to mediation or due process.

Team members

Includes one general education teacher, one special education teacher, a school district representative knowledgeable about service delivery options, an evaluation specialist, other specialists, parents/guardians/surrogate parents, and the student when appropriate.

Transition services

Services that are initiated at age 16, often at 14 in NJ, to prepare students for post-secondary life.

Mediation

a way to discuss and resolve disagreements between a parent and the school district with the help of a trained, impartial third person - mediator, A request for ______ can come from the school district or parent/s if there is a disagreement, __________ is provided at no cost, The parent/s and/or school district may bring a lawyer to ________, The child's program/placement cannot be changed during ________, unless it is agreed upon by the parent/s and school district - "stay put"

Due process

A legal process to resolve a disagreement between a parent and school district, decided by an adminstrative law judge, Either a parents/school district can request an impartial _________ if there a disagreement regarding identification, evaluation, placement or FAPE, The hearing must be completed and a copy of the decision mailed to the parent and school within 45 days of the request for a due process hearing, unless extension have been granted, The child's program/placement cannot be changed during the due process period, unless it is agreed upon by the parents and school district "stay put"

Stay put

A provision that allows a child to remain in their current educational placement during disputes regarding their IEP.

ADHD

Attention Deficit Hyperactivity Disorder.

Primary characteristics of ADHD

Impulsivity, hyperactivity, and inattentiveness.

Age for ADHD qualification

twelve years old

ADHD category under IDEA '04

'Other health impairments.'

Causes of ADHD

Primarily hyper-active impulsive, primarily inattentive, combined type.

Strengths associated with ADHD

Intuitiveness, emotional awareness, creativity & high energy.

Teacher's action for suspected ADHD

Less distractive seating, place markers, schedule more demanding work in the morning for younger students and later in the day for older students, extended time, set occasions for supervised social interactions with peers, teach self-management tactics.

Useful strategies for ADHD students

Incorporate multi-sensory integration, feed the brain, avoid seating students in high traffic areas, don't encourage impulsive answering, never keep students in from recess or PE, clear the clutter, self-regulation is weak.

504 plans vs IEPs for ADHD

Some students have 504s because they do not have more than one disability meanwhile students with IEPs have more than one disability that follows the three prongs.

Child's rights at age 18

After the transfer of rights at age 18, a parent has access to educational records only if the child is financially dependent and still enrolled in public school or if there is consent from the adult child.

Disciplinary procedure for schools

Schools can suspend a child for not more than 10 days at a time for any violation of school rules if nondisabled children would be subjected to removal for the same offense.

If the school wants to suspend a child for more than 10 days, this constitutes a

change of placement

If weapons or drugs are involved, the school district may place a child in an ____________ setting for up to 45 days.

interim alternative educational setting

Costs of private education

Parents are responsible for paying for private education unless they can prove at a due process hearing that the district failed to provide a free and appropriate education to the child.

Comorbidity

The presence of two or more disabilities in a child, such as ADHD, autism, specific learning disabilities, Tourette's, depressive disorders, anxiety, and sensory integration disorder.

Requires progress to be monitored.

IFSP and IEP

Evaluations/review

In new Jersey IEPs are _____ annually, every three years for eligibility conference/reevaluation, purpose of ______ meetings is to ensure student is meeting their goals and making educational progress, all students must participate in statewide testing or alternative testing assessments  

What is selective mutism

a complex childhood anxiety disorder characterized by a child’s inability to speak in select social settings, such as school.  These children understand language and are able to talk normally in settings where they are comfortable, secure and relaxed.

What are the diagnostic criteria to be diagnosed with Selective Mutism

   1. The child does not speak in ‘select’ places such as school or other social events

  2.  But, he or she can speak normally in at least one environment;  usually  this is in the home environment but a small percentage of children with SM are mute at home. 

3. The child's inability to speak interferes with his or her ability to function in educational and/or social settings.

4. The mutism has persisted for at least one month (not limited to the 1^st month of school).

  5. Mutism is not caused by a communication disorder (such as stuttering) and does not occur as part of other mental disorders (such as autism).

6. The failure to speak is not due to a lack of knowledge of, or comfort with, the spoken language required in the social situation

A of    the ABC of Intervention for a student with Selective Mutism.

  A= Reduce Anxiety

1. Remove the Pressure to Speak

2. Create a Supportive Environment

3.. Create a Sense of Acceptance and Safety

4.  No punishing, coercing, nor bribing to speak

5. Make accommodations to encourage nonverbal communication

B    the ABC of Intervention for a student with Selective Mutism.

  B= Build Self Esteem

1. Focus on the child’s strengths

  2. Encourage involvement in classroom activities, specifically nonverbal ones

3. Provide opportunities for the child to help in the classroom/school

 

C   the ABC of Intervention for a student with Selective Mutism.

Increase communication confidence

. Focus on the child’s strengths

2. Encourage involvement in classroom activities, specifically nonverbal ones

3. Provide opportunities for the child to help in the classroom/school

·      Should you force a child with selective mutism to speak?

  No punishing, coercing, nor bribing to speak

Make accommodations to encourage nonverbal communication

  Are selective mutism and shyness the same? Why or why not?

NO
Shyness

•        Slow warm up period

•       Can respond with a nod or small smile

•       Same demeanor everywhere – quiet and reserved

Selective Mutism

•       Warm-up time- MUCH longer than expected

•       Cannot respond at all -may appear frozen

•       Dual personality –restrained at school and talkative at home

 

Preferred category from IDEA for classification of those with Selective Mutism

other health impairment

·      What are some ways students with selective mutism can communicate without speaking?

  Pointing, nodding, using a communication board, using a switch, using a whisper buddy, writing, using sign language, etc.

How many senses did we learn about in class this semester? Hint-it’s 2 more than the 5 most people know. What were their names?

Touch/tactile, sight/vision, hearing/auditory, smell/olfactory, taste/gustatory, Vestibular (sense of movement), sense of body position (Priopception)

  Which sense focuses on balance and movement?

Vestibular sense- sense of movement

·      Which sense focuses on body position without using one’s vision?

Proprioception

The receptors in our inner ear help with which sense?

Vestibular

·      What is sensory processing disorder?

condition where the brain has trouble receiving, organizing, and responding to information from the senses.

According to the video, Recognizing and Understanding Sensory Processing Disorder, which sense is the most influential in the sensory system?

Vestibular

When the brain has trouble receiving and responding to information that comes through the senses we call this sensory processing disorder.

True

Sensory Processing Disorder only impacts one sense.

False