Presentation on theme: "Meredith Penner, M.Ed. Program & Training Specialist BCIU #22."— Presentation transcript:
Meredith Penner, M.Ed. Program & Training Specialist BCIU #22
Aids, services and other supports Provided in regular education classes or other related settings Enable children with disabilities to be educated with non-disabled children to the maximum extent appropriate IDEA 2004 Section 602(33)
Collaborative Personnel and team collaboration Instructional Delivery of instruction, modified curricular needs, assessment, grading Social-Behavioral Behavioral supports, self management, peer supports Physical Physical environment, mobility, room arrangement, seating
A multi-step student specific collaborative process Identifies potential barriers that exist in the general education if nothing is changed Identifies support options to increase student learning & participation in general education classrooms Focuses on changing the student, you develop ways of adapting and modifying the environment.
Implementation Sequence Suggested PersonnelToolkit Component(s) Learn About the SAS Consideration Toolkit and Process Special education administrators, PaTTAN and IU Technical Assistance Personnel serve as resources to IEP team Overview and Preparation for Use Compile and organize information about the student All team membersStudent Profile Create profile of general education setting(s) General and special educator compile information and share with team SAS Consideration Tool, Step 1 Identify potential barriers to learning and curriculum access in the general education classroom All team membersSAS Consideration Tool, Step 2 Identify strategies and services to eliminate barriers All team members; specialists as needed to supplement team expertise (e.g., AT specialist, behavior specialist, PaTTAN/IU consultants) SAS Consideration Tool, Step 3 SAS Resource Wheel Discuss and analyze appropriate SAS options and determine viable alternatives for implementation All team members and consultants SAS Consideration Tool, Step 4
SaS should be: Available to all students who need them Designed to provide meaningful educational benefit Provided in a manner that avoids stigmatizing students
Scheduled team meetings Co-teaching Friendship facilitation Ongoing consultation Weekly/daily communication Staff training Mentor teachers
Using keyboard/portable device; instruction in keyboarding skills; use of scribe Reading directions aloud Using special paper or writing tools Simplifying directions Providing visual cues Increasing individualized assistance Presenting instruction differently Allowing students to respond in a different manner Modifying curricular goals
Class ActivityGeneral Adaptations Specific Adaptations lecture/discussion Silent reading of text Cooperative Projects Individual Seatwork Tests/Quizzes Homework Alternative activities Assistant will assist Sam in using a daily note sheet to list main idea, key concepts in his notebook Place Sam in group with peers that know him well Assist Sam with reading directions; provide prompts, as necessary, referring to necessary sources of information that should be used (text, notes, map). During class review session the day before the test, assist Sam in preparing his own study guide. Send Sam to Resource for tests; Ms. Elliot will assist with reading and recording answers, as per IEP accommodations. Prompt Sam to record assignment in his blue notebook. If time is available because Sam has completed his work and does not have work fro other classes to catch up on, he may go to the library for alternative activity (e.g., computer search related to chapter topic, current events in newspapers ). Keep a record of times when alternative activities are used. Identify one main idea/concept per day. highlight main ideas/key terms in text. Identify Sam’s specific tasks and contributions. Adapt worksheets as necessary Main ideas/concepts listed on sample study guide. All tests will be adapted. Simplify homework, reduce amount. Generate ideas for specific alternative activities related to Chapter topic.
ActivityIEP GoalsGeneral adaptations and procedures 9:00-9:10 Arrival 9:10-9:30 Journal writing 9:30-10:15 Reading: Oral reading, discussion of text book selection 1.Picture Schedule 2. Greetings, “Hi, (name).” 3. Relate recent events in two or three word sentences 1. Computer journal activity 2. Read, write and spell functional vocabulary words 1. Comprehension questions, novels, yes/no questions 2. “Wh” questions Flip to picture symbol:Classroom/backpack.(note:Begin activity by having Melanie flip to appropriate symbol on picture schedule.) Monitor putting away belongings:notebook in desk, lunchbox in cubby, backpack on hook Review classmates’ names in photo album. Greet, socialize with peers. Melanie will tell aide or peer one thing that happened yesterday that she liked. Write it down; have her copy it on computer and then read it. (Specific Adaptation: Select weekly vocabulary words from Melanie’s journal entry, if appropriate.) Ask Melanie yes/no questions about some aspect of the daily selection. If she answers incorrectly, restate the question. Prompt correct response after two errors. following oral reading of text or worksheet material, teacher will ask Melanie “wh” questions that approximate those asked of other students (e.g., students are asked, “How did Anna relate to her new stepsister?”Melanie is asked,”Who is the sad girl in the story?”) Movement break at approximately 10:30 (Specific Adaptation: Think of yes/no and “wh” questions related to the daily reading selection.)
Behavioral support plan Social skill training Scheduled breaks Friendship facilitation or Circle of Friends Changing the “rules” (e.g. allowing gum or water bottle to address sensory needs)
Arrange furniture differently Allow testing in a separate room Allow extended time or multiple sessions to complete tests Provide student requested breaks in pre-set area out of the classroom Allow water bottle or sensory toy at desk Make available an adapted chair
Listing every accommodation available on the IEP form, hoping “something” will work Using a standard set of accommodations for each student who has a similar disability label Making modifications without assessing and discussing thoroughly what the student may need
Developing an IEP without an analysis of potential general education environments Limiting consideration of SAS to those that the team has experience in implementing Beginning the IEP development process with a predetermined placement already in mind, based on whether the student currently is placed and/or his/her disability
Use of a calculator TEXT ON TAPE Visual prompts to stay on task Visual schedule Fidget seat Adapted seating Textured bulletin board Extra time to take tests Advance notice for change in routine Collaboration time for teachers to talk Ability Awareness training Modified Curriculum PRE-TEACHING Air conditioned Classroom Seating to allow visual access from the right Teacher Aide Assistance Chunky crayons Social Skill Instruction Change in rules or expectations Examples: Private Duty Nurse Teacher Training Provide for Sensory Breaks
General Ed Teacher Special Ed Teacher Parent OT and PT Special Ed Supervisor Principal Other Support Staff
COMPONENT A- provides an overview of the SaS consideration process, describing who is responsible for actions at each step of the process.
Student Profile: Summary of Strengths, Needs, and Learning Characteristics COMPONENT B- assists teams in organizing student specific information in a format designated to facilitate instructional planning and problem-solving to support inclusive practices.
COMPONENT C - the tool that guides IEP team members through a four-step process and results in the identification of student-specific, environmentally-referenced supplementary aids and services. Step 1:Environmental Scan of General Education Classroom * To be completed by the general education teacher (with input from the special education teacher as needed) prior to the team meeting
Supplementary Aids and Services (SAS) Consideration Tool 1 Completed By:Identify classroom(s) used as a reference point for Step 1: Date:Student: 2 Coding Key: 1 = never; 2 = occasionally; 3 = frequently 1 2 3 Printed Materials Textbook Workbook Trade book Worksheets Newspapers/magazines Other ____________________ Frequency of Use 2 1.1 Instructional Method/ Materials Identify supplementary aids and services that could support this student’s participation and learning in this class. Consider all possibilities, consulting available resources and support personnel. Given what you know about this student, identify any difficulties you can anticipate in this setting, based on his/her current skills, needs, and learning style. Use, as a reference point, the general classroom(s) this student would attend if he or she did not have a disability. In collaboration with the general education teacher(s), create a profile of the instructional environment(s) by circling the number that best describes the frequency of use of identified materials and instructional practices. Step 3: Identify Support Strategies Step 2: Identify Barriers to Learning and Participation Step 1:Environmental Scan of General Education Classroom
Self-Check for Teams COMPONENT D is a self-assessment tool for teams to use as they move through the SAS Consideration Toolkit to ensure fidelity in the development of an IEP that is focused on maximizing student participation in the LRE and meaningful access to the general education curriculum.
Determine which SaS will be implemented: Identify the most appropriate supplementary aids and services needed to support this student’s learning in general education settings
Adults need supports to do things in ways that they have not had previous experience Identify training, technical assistance, administrative support needs, and other resources that are needed to deliver supplementary aids and services in ways that are new to instructional personnel
Before All team members receive a copy of the 4 SaS Components to review Special and General Education teachers complete section 1 of Component C (Profile of General Education Classroom) Special and General Education teachers complete “Sensory, Motor, and Processing Considerations” (Section B-4) During Team receives a copy of the completed “Profile of the General Education Classroom” Team completes the “Strengths and Interests” section of Component B Team identifies potential barriers within the general education classroom to curriculum access and instruction Team identifies strategies and services to eliminate barriers Team identifies viable alternatives for implementation After Follow up IEP revision meeting to add supports and services as needed Action plan is implemented based on consensus of team members Team members receive a copy of the action plan
Whether students’ needs have been met is reflected not only by whether they have attained certain objectives, but by the impact the educational experiences have had on their lives. Michael Giangreco, 1994