Final SPD 302

504 Plans:

  • Applies to public schools and programs receiving federal funds

  • Ensures opportunity for a full range of school activities

  • Some students don’t qualify for special education, such as students with attention deficits

  • Specialized assistance for some students not eligible for special education services

  • Used for a medical condition, inability to focus on tasks for long periods, excessive motor activity

  • Covers a wide range of needs not covered in IDEA

  • General education personnel responsible for providing accommodations (not special education)


Accommodations:

  • Changes in how students learn

  • Changes that help students with disabilities access content and complete tasks

  • Way to adjust instruction

  • Accommodations can be provided on state assessments

  • Inclusiveness → instructional integration with needed accommodations


Modifications: 

  • Changes in what students learn

  •          Ex) Shortened writing assignment of essay to paragraph, fewer options on multiple choice

Benefits of rubrics in assessment

  • More accurately represent specific feedback, not just a grade

  • Provides clear expectations, consistent grading, improved feedback, reduced anxiety, etc.


Differentiation:

  • A teaching method that adjusts instruction to meet the needs of all students

  • Ex.) For gifted and talented allow students to complete more challenging tasks over classroom material (independent research, unique applications).


ELL Learners: 

  • Student at risk

  • 6 levels of language proficiency: entering, beginning, developing, expanding, bridging, reaching

  • It is important to note differences in cultures

  • Problems for students: discrimination, perceived as deficient, tendency to segregate from others

  • Issues for teachers: need interpreter, misunderstanding parent responses and parent perceptions of school 

  • Multicultural education → curriculum reflects diversity 

  • Bilingual education: support ELL, and receive instruction in both languages


FBA:

  • Evidenced-based problem-solving process addresses chronic behavior problems

  • Examines where/when behaviors occur, what function they serve

  • Leads to BIP

  • Verify seriousness and define problem behavior

  • Process: Collect data, analyze, and hypothesize

  • Ex.) Students disrupt (behavior) to avoid difficult tasks (function)


BIP: 

  • Designed by team, based on results of FBA

  • Implemented and monitored for effectiveness

  • Work with parents and colleagues


HID:

  • 70% of all students with disabilities

  • Spend most time of their time in gen edu

  • Speech/language disabilities, learning disabilities, emotional disturbance, mid intellectual disabilties


LID:

  • Autism, moderate/severe/multiple disabilties, sensory impairments

  • Comprise less than 20% of students with disabilities in schools

  • Receive some special education services most of their lives

  • Often have the help of para


INCLUDE:

  • Based on 2 assumptions

    • Student performance = interaction between student and instructional environment

    • Analysis of student needs and classroom demands = ability to include most students with special needs in general ed

  • Includes UDL and differentiated instruction

  • Identify classroom demands → look at yourself as the teacher, classroom management, and flexible grouping.

  • Note student learning strengths and needs → focus on developing strengths in all areas.

  • Check for potential paths to student success → analyze student strengths and enhance motivation and self-image.

  • Look for possible problem areas → resolve mismatches by adjusting instructions.n

  • Use the information to brainstorm ways to adjust instruction → accommodations, adjustments, and intensive instruction.

  • Decide which adjustments to make → appropriate strategies, easiest approach, give choice, etc. 

  • Evaluate student progress → evaluate effectiveness after implementation.


Legalities of Grading Students with Disabilities

  • Consult school policies about grading

  • Document all accommodations and modifications

  • Special terms imply special education classes


MTSS:

  • Tier 1 → 80% Whole Class

  • Tier 2 → 15% At Risk

  • Tier 3 → 5% Intense Supports

  • Universal screening, Determining eligibility, LRE, Curriculum

  • It shows the progress of students over time and is used to help set goals


Paras:

  • Assist with teaching, notetaking, feeding, personal assistance, medication monitoring, and other needs.

  • Discuss the para's role with them, include them in meetings, and communicate what they are doing right.

  • It is important to work with paras and collaborate with them.


PBIS:

  • Early intervention to help students with behavior problems that interfere with learning

  • Create environments that address needs and quickly address behavior problems

  • Use minimum interventions rather than responding strongly and manage students’ surface behavior

  • Use positive reinforcement


Scaffolding:

  • Support to bridge the  gap between current ability and intended goal

  • Strategies

    • Presenta  new cognitive strategy using a list of steps

    • Regulate difficulty

    • Provide varying contexts for practice

    • Increase student responsibility


Self-awareness, Self-advocacy, and self-determination

  • Self-advocacy: ability to make decisions and direct one’s behavior to achieve goals

  • Teaching these skills, helps students learn their strengths/weaknesses and how these impact performance/teach how to communicate needs positively and assertively.


SLANT: 

  • A set of behaviors that teachers can use to encourage students to be attentive and engaged in the classroom

  • S → Sit up straight

  • L → Lean forward toward the speaker

  • A → Ask and answer questions

  • N → Nod your head “yes” and “no”

  • T → Track the speaker with your eyes


Special Education Referral Process:

  • Parents are key participants

  • Gather info about strengths and needs

  • MDT reviews student’s assessments


Specific Learning Disability:

  • Affects a person’s ability to understand or use language, read, write, spell, or do math


Speech Language Impairment:

  • Difficulty receiving or producing language (17.6%)

  • High incidence (common)


Visual Impairments:

  • Partial or complete vision loss (0.4%)

  • Accommodations: academic and expanded core curriculum

    • Mobility help

    • Special devices for reading