1. L OW I NCIDENCE D ISABILITIES Instructor’s Name

2. O BJECTIVE By the end of the lesson, students will be able to demonstrate an understanding of students with low-incidence disabilities by adding appropriate accommodations to a lesson plan as demonstrated on an exit ticket.

3. I N TASC S TANDARDS 2(a) The teacher designs, adapts, and delivers instruction to address each student’s diverse learning strengths and needs and creates opportunities for students to demonstrate their learning in different ways. 2(h) The teacher understands students with exceptional needs, including those associated with disabilities and giftedness, and knows how to use strategies and resources to address these needs.

4. C HANGE No more “MR” Wherever you see “mental retardation” change to “intellectual disability”

5. Agenda Overview10 minutes Article Review/Discussion20 minutes Rate of identification/Implications30 minutes Jigsaw activity -10 minute research -10 minute presentations (1-2 minutes each) 25 minutes Accommodations/Effective Practices15 minutes Assistive Technology/Adapting Text Activity (INSTRUCTOR - modify this before presenting) 30 minutes TAP Link Discussion10 minutes Article Review10 minutes Exit Ticket10 minutes

6. A RTICLE REVIEW Share the article with the students (INSTRUCTOR – Link to article is in Notes section) Students are to: Square (or box) what aligns with their thinking Circle what they do not agree with And place a star next to something they want to know more about

7. S TUDENTS WITH DISABILITIES “…require ongoing support in one or more major life activities in order to participate in an integrated community and enjoy a quality of life similar to that available to all citizens. Support may be required for life activities such as mobility, communication, self-care, and learning as necessary for community living, employment, and self-sufficiency” – Copeland, 2000.

8. S TUDENTS WITH L OW -I NCIDENCE D ISABILITIES Six broad areas: Autism Multiple Disabilities Intellectual Disability Sensory Disabilities Visual Hearing Traumatic Brain Injury Orthopedic Impaired

9. S TUDENTS WITH L OW -I NCIDENCE D ISABILITIES Represent less than 20 percent of all students with disabilities Have been treated since early in life Need the same attention as others

10. R ATES OF I DENTIFICATION Are numbers of students in each category increasing or decreasing?

11. N UMBER OF IDENTIFIED INDIVIDUALS WITH A UTISM (Y AXIS = 10,000)

12. I MPLICATIONS Discuss the implications of the growth in numbers in terms of inclusion and what that means for the GenEd teacher.

13. A CCOMMODATIONS FOR L OW -I NCIDENCE Six broad areas: Autism Multiple Disabilities Intellectual Disability Sensory Disabilities Visual Hearing Traumatic Brain Injury Orthopedic Impaired

14. A CCOMMODATIONS Mini Presentations

15. S OME CONSIDERATIONS Age appropriate texts Can use assistive technology May need to adapt texts

16. E FFECTIVE P RACTICES Get students motivated Provide choices Multiple types of texts May need to adapt level of text, sentence structure, length, etc.

17. O PTIONAL I NDEPENDENT W ORK Instructor: this slide is where you can insert either an optional case study on assistive technology (link in the Notes section) Or Independent review of how to adapt textbooks for students with disabilities (link in Notes section)

18. M ORE E FFECTIVE P RACTICES Active engagement Explicit Vocabulary instruction Read alouds

19. D ISCUSSION Q UESTION Which areas of the TAP rubric are being addressed when considering planning and in teaching students with low-incidence disabilities? Why? What evidence would you have?

20. A RTICLE REWIND Review the square, circle, stars

21. E XIT T ICKET Using your graphic organizer that you completed and what you have learned in this class session – what accommodations could you make to the lesson plan your brought with you?