1. An introduction to including students with disabilities For teaching artists
The john f. kennedy center for the performing arts

2. Essential knowledge and practice To fully include students with disabilities
Special Education Law
Characteristics of Disabilities
Accommodations and Modifications
Universal Design for Learning

3. Special Education: Supporting students with Disabilities
Provides needed supports to students with disabilities so that they can be successful in learning and achieving.

4. IDEA Special Education law
All students must receive a free and appropriate public education. (FAPE)
Special Education law
IDEA
IDEA – Individuals with Disabilities Education Act,
Most recent reauthorization was in 2004 – IDE(I)A – Individuals with Disabilities Education Improvement Act

5. Special Education Process
Individuals with Disabilities Education Act
(IDEA)
Requires highly structured and monitored levels of support for students with disabilities in schools.
Identification of students as eligible for services under IDEA is a process which includes testing
Completion of the process might result in a student having an identification (not diagnosis) of a particular disability and be eligible for services.
Services in schools are policy/law driven.
Initiation of a request for an initial evaluation can come from teachers, parent, others working with student.
Special education teachers, psychologist and related personnel perform initial evaluations, with parent consent, within 60 days. Check on RTI

6. Individual Education Plan
Services
Identification
Individual Education Plan
IEP
Review/
Revise Yearly
Re-evaluate for eligibility
Every 3 years
An IEP – Individualized Education plan must be implemented within 30 days of identification.
Meetings are held annually to review and revise the IEP.
Eligibility review, with re-assessments, occurs every 3 years.

7. (represents public agency)
IEP Team
LEA
(represents public agency)
Parents
Student
General Education Teacher
Special Education Teacher
Related services: OT, PT
LEA – Local Education Agency (Agent)
Job Coach
School counselor
Transition coordinator
Outside agency reps
Important to know: general education teachers, including arts teachers, are required to know the accommodations and goals for each student they teach. Accommodations should be shared with the teaching artist!
Others per Parental Request
Related Services

8. The IEP PLOP Services Goals Transition Plan Accommodations
PLOP – Present Level of Performance
Based on formative and summative assessments
Identifies strengths and needs in a comprehensive array of categories
Transition plan
If age 14 or over
Educational, Career, Independent living
Goals based on needs from the PLOP
Accommodations and modifications are identified.
All teachers of the student should be provided with IEP information and expected to implement accommodations.
In elementary schools, usually all teachers attend meeting, not as likely in upper grades because of logistics of scheduling.
Teachers can meet weekly formally and informally to discuss students with IEP’s.
Goals
Accommodations

9. The Special Education Continuum of Services
Supports are provided to students in the Least Restrictive Environment
Least Restrictive Environment
The environment that enables the student to have the most independence

10. The special education continuum of services
Special Education General Education Teacher as resource Teacher Teacher co-teaches Teacher Special Education Teacher in Self-Contained Class

11. The Special Education Continuum of Services
Paraprofessional teachers might provide assistance in any of the class configurations.

12. The Special Education Continuum of Services
Students attend schools providing specialized services for students with similar disabilities .

13. Characteristics of disabilities
What is disability?
Crippled
Moron
Imbecile
Wheelchair Bound
Handicapped
The term “Disability” is what we use to describe a condition that limits functionality (physical, mental, emotional, cognitive, developmental, sensory).
NIDRR – indicated that disability is on a continuum, at any time in a person’s life they could be considered “disabled” – disability depends on the social, physical, academic, etc. environment
With the right supports, a person is less, or no longer disabled.
A student who receives the most appropriate supports would be less “disabled” in terms of her ability to access and gain knowledge, participate in activities with other students, socialize with peers, contribute to the group, etc.

14. “Disability” is a label
Disability is on a continuum -at any given moment of our lives we are “more” or “less” disabled.
The “disability” depends on various factors – the physical environment, the social supports, etc.

15. Disabilities Identified by IDEA
Autism
Deaf-blindness
Deafness
Developmental delay
Emotional disturbance
Hearing impairment
Intellectual disability

16. Disabilities Identified by Idea
Multiple disabilities
Orthopedic impairment
Other health impairment
Specific learning disability
Speech or language impairment
Traumatic brain injury
Visual impairment, including blindness

17. Percentages of disabilities in U. S. schools*
Percentage of students age 6 through 21, served under IDEA, per disability category, Fall 2006
Other health impairments includes: attention deficit/hyperactivity disorder, diabetes, epilepsy, heart conditions, hemophilia, lead poisoning, etc.
Other disabilities combined includes: autism, deaf-blindness, developmental delay, hearing impairments, multiple disabilities, orthopedic impairments, traumatic brain injury, visual impairments.

18. *Source
30th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act (IDEA), 2008.
From: Office of Special Education and Rehabilitative Services, US Department of Education

19. Specific Learning Disabilities
Listen to Gerald’s story

20. Specific Learning Disabilities (SLD or LD)
General term for specific kinds of learning problems
Most often affects reading, writing, listening, speaking, reasoning, doing math
One in every five people has a learning disability
Not otherwise expected
Self-aware
Also, just “learning disability”. General term for specific kinds of learning problems.
Vary from person to person – poor academic performance
Can have trouble with reading and writing, or just math
Related to how the brain processes information.
People with learning disabilities usually have average or above average intelligence.
Life-long disability.
Students with this disability can be high achievers and taught ways to work with the disability. When a child has a learning disability, he or she: (see separate list)

21. Speech or language impairments
Listen to Cynthia’s story

22. Speech or language impairments
Expressive language
Difficulties being understood
Non-verbal
Receptive language
Not understand what is said
Influences ability to learn to read and write and communicate orally

23. Intellectual disabilities
Listen to Roy’s story

24. Intellectual disabilities*
Significant limitations both in intellectual functioning and adaptive behavior as expressed in conceptual, social, and practical skills, which are apparent prior to age 18. *
Adaptive behavior:
Conceptual skills – language, reading, writing, money, time, number concepts
Social Skills – interpersonal, social responsibility, self-esteem, gullibility, naivete
Practical skills – activities of daily living, use of money, safety, travel, use of phone

25. Emotional Disturbance
Listen to William’s story

26. Emotional Disturbance
Condition with one or more of the following, that adversely affects a child’s educational performance:
Inability to learn
that cannot be explained by intellectual, sensory, or health factors
Inability to build or maintain satisfactory interpersonal relationships
Inappropriate behavior or feelings
under normal circumstances
Unhappiness or depression
General pervasive mood
Symptoms or fears
associated with personal or school problems

27. Autism spectrum disorder
Listen to Carrie’s story

28. Autism Spectrum Disorder
Developmental disability, evident before age 3
Broad range of differences
Significantly affecting verbal and nonverbal communication and social interaction
Adversely affects educational performance
Repetitive activities
Resistance to change
Unusual responses to sensory experiences
Tendency to not understand abstractions

29. Listen to Amanda’s story
Twice Exceptional
Listen to Amanda’s story

30. Twice Exceptional
Student who has a disability label (needs an IEP) and a giftedness label. Examples:
Learning disability and giftedness
Autism and giftedness

31. sources
National Dissemination Center for Children with Disabilities
American Association of Intellectual and Developmental Disabilities
Smith, D. D. (2001). Introduction to Special Education: Teaching in an Age of Opportunity. Allyn and Bacon: Boston.

32. Challenges across disabilities
Physical/gross motor challenges
Physical/fine motor challenges
Hearing impairments
Visual impairments
Communication challenges
Reading challenges and non-readers
Sensory challenges
Cognitive processing challenges

33. Accommodations and Modifications
Change that helps a student overcome or work around the disability
Example: if a student has difficulty writing, she can give the answer orally
Modifications
Change in what is being taught to or expected from the student.
Example: making an assignment less complex

34. You can request from teachers
If so, which students? What accommodations or modifications do you use?
Are there students who require modifications or accommodations?

35. Physical/gross motor challenges Sample accommodations
Allow students to interpret movements, and character gestures, in ways they are able.
Allow students more breaks if stamina is a constraint.
Students in wheelchairs or scooters can move to the beat or work with a partner in ways that work best for them.

36. Physical/fine motor challenges sample accommodations
Provide wider/thicker writing and drawing tools, pencil grips.
Provide an anchor for paper, or a slant board.
Provide a modified mouse.
Allow students to give verbal or gestural directions if not able to manipulate objects.

37. Hearing impairments sample accommodations
Use sign language or an interpreter.
Provide all instructions in writing and/or pictures, either on the board or in a handout.
Minimize extraneous sounds in and outside of the classroom.
Provide adequate lighting in the classroom, so students can read lips, sign language, and non-verbal gestures.
Allow students to feel the musical pulse through sympathetic vibrations – amplify vibrations if possible.

38. Visual impairments sample accommodations
Provide directions and other written materials in Braille or large print.
Provide verbal directions and verbal descriptions of pictures.
Provide access to text-to-speech computer programs.
Provide a tactile environment, with a variety of supplies and manipulatives.

39. Communication challenges sample accommodations
Provide visual cues.
Responses can be physically demonstrated, written, or drawn.
Use student’s preferred communication assistive technology.
Allow students to perform the action while another student narrates.

40. Reading challenges and non-readers: sample accommodations
Provide verbal directions coupled with written directions.
Provide other visual cues and pictures coupled with written material.
Provide concept maps or graphic organizers.
Pair students with students who can read when using scripts.

41. Sensory challenges sample accommodations
Prepare students in advance, using a picture or written schedule.
Provide area with reduced activity, away from other students if needed.
Provide clear step-by-step directions.
Allow space for students to move around and take breaks as needed.
Minimize loud sounds, bright lights, and chaotic group activity.

42. Cognitive processing challenges sample accommodations
Simplify directions.
Speak in short and concise sentences.
Check for understanding through eye contact and ask to repeat your directions.
Use accommodations listed for reading, communication, and sensory challenges.

43. Thank You! Sharon Malley, Ed D smmalley@kennedy-center.org