1. Copyright © 2007 by Allyn & Bacon Disability Category Review and Assignments

2. Copyright © 2007 by Allyn & Bacon Disability Warm-ups/Presentations Speech and language impairments (February 24 th ) Serious Emotional Disturbance (March 3 rd ) Hearing impairments (March 10 th ) Vision impairments (March 10 th ) Learning Disabilities (March 24 th ) Other health impairments – ADHD (March 24 th ) Mental retardation (March 31 st ) Autism (April 7 th ) Developmental Disabilities (April 7 th ) Multiple disabilities (April 7 th ) Deafness and blindness (April 14th) Orthopedic impairments (Online April 21 st – No Class) Traumatic brain injury – (Online April 21 st – No Class) Click here for all Federal Disability Categories

3. Copyright © 2007 by Allyn & Bacon Inclusion strategy warm-up: Using about 10 minutes, two of you will engage the class in a successful strategy that leads to including all students.

4. Copyright © 2007 by Allyn & Bacon Weekly list of inclusion strategies and accommodations: In your level groups, you will identify 4-6 instructional strategies or accommodations, with a brief description and an example of how each might be used for a particular age group. Each group will post these inclusion strategies and accommodations to the class Access Database using the form available below and on the eReserves Page. Instructional Strategies Template

5. Copyright © 2007 by Allyn & Bacon The IEP Process for General Educators Sharon Vaughn Candace S. Bos Jeanne Shay Schumm

6. Copyright © 2007 by Allyn & Bacon Steps in Special Education Process Before referral—Pre Referral Process Step 1: Initial referral. Step 2: Individual evaluation. Step 3: Determining Eligibility. Step 4: Individualized Education Program (IEP). Step 5: Annual review/reevaluation.

7. Copyright © 2007 by Allyn & Bacon The Individualized Education Program (IEP) Developed and implemented by the multidisciplinary team (MDT)

8. Copyright © 2007 by Allyn & Bacon IEP Must Include Student’s present levels of performance Measurable annual goals Special education and related services to be provided to the student Statement of program modifications or supports An explanation of the extent, if any, to which student will not participate with non- disabled peers

9. Copyright © 2007 by Allyn & Bacon IEP Must Include Individualized modifications for state or district wide assessments Projected date for the beginning of services How progress towards annual goals will be measured method to inform parents of their child’s progress toward annual goals A transition statement

10. Copyright © 2007 by Allyn & Bacon Persons Who are Required by law to Attend the IEP Meeting Representative of the local education agency School representative other than the teacher Parents or guardians Student Student’s teacher Others whom the parents or school believe can help develop the IEP

11. Copyright © 2007 by Allyn & Bacon IEP Deconstruction Purpose: The following activity provides classroom staff and families with information on what to teach, where to teach, and how to teach young children with significant disabilities in inclusive classrooms. In addition, teachers sometimes “inherit” IEPs from other teachers or from other educational staff who develop IEPs. – As such teachers sometimes “deconstruct” the IEP in order to make sense of what they need to teacher, where they need to teach it, and how they need to teach it. The steps for “deconstructing” an IEP objective are relatively easy and are listed on the following slides.

12. Copyright © 2007 by Allyn & Bacon IEP Deconstruction – Step 1 Step 1: Determine the critical skill of the objective. Critical skills are defined as behaviors that are required for participation in activities. They are not activities, nor are they materials. Critical skills can be embedded into a variety of daily activities.

13. Copyright © 2007 by Allyn & Bacon IEP Deconstruction – Step 2 Step 2: Rewrite the objective so it is measurable and meaningful. Occasionally, objectives are written too narrowly which precludes the teacher from teaching across activities (e.g., “child will use a pincer grasp to pick up raisins"). In this step, the teacher writes the objective in a broad way, not specifying specific materials, or situations under which the skill will be taught. For example, Child will grasp objects/materials using his thumb and forefinger. Further, there are times when objectives do not contain antecedents, measurable behaviors, and criteria that will allow teams to monitor a child's performance.

14. Copyright © 2007 by Allyn & Bacon IEP Deconstruction – Step 3 Step 3: Identify sample activities in which the skill can be taught. This provides the context for teaching the critical skill. The activities listed are not meant to be an exhaustive list of every opportunity for teaching the skills. Rather they are intended to be examples that sample a variety of environments and activities.

15. Copyright © 2007 by Allyn & Bacon IEP Deconstruction – Step 4 Step 4: Identify adaptations for teaching the skills. This is the “specially designed instruction” component of the IEP. Teachers should identify instruction adaptations, environmental adaptations, materials, technology, etc. that are needed for teaching a specific skill.

16. Copyright © 2007 by Allyn & Bacon IEP Deconstruction – Activity For each of the “problematic” objectives on the handout, identify the critical skill (there may be more than one) associated with the objective. Next, write a measurable and meaningful objective designed to help a child acquire, strengthen, or maintain the critical skills. Then, identify at least three daily activities in which you and other team members might address the critical skill. Lastly, brainstorm adaptations that may be necessary for a child with more significant delays/disabilities.

17. Copyright © 2007 by Allyn & Bacon IEP Deconstruction – Examples Example #1: The student will answer yes/no questions about what he wants to eat/drink at meal time 80% of the time. Example #2: The student will cut out a square and circle by staying on the outline shape independently 2 out of 3 tries. Example #3: Given a 5-10 interlocking puzzle of a familiar objects and a teacher model of task completion, the student will complete the puzzle independently within 2 minutes on 9/10 occasions. Example #4: Child will be involved in group activities by participating in circle and small group activities. Example #5: The student will string 51” beads. Example #6: The student will demonstrate progress toward gross motor skills by walking forward, backward, and sideways on a standard balance beam.

18. Copyright © 2007 by Allyn & Bacon The IEP TASK—What Do General Education Teachers Need to Know? Meet in your small groups Review the IEP’s together Identify information that you: – Must know – Good to know – Interesting, but not directly related to your role Share with other groups

19. Copyright © 2007 by Allyn & Bacon IEP—What Do You Need to Know? IEP SectionNeed to KnowGood to KnowNot Needed Parent Student Concerns Strengths & Key Eval Results Vision Present Levels of Ed Perform A. Progress Report: Current IEP Transition Plan Eligibility Determination

20. Copyright © 2007 by Allyn & Bacon IEP—What Do You Need to Know? IEP SectionNeed to KnowGood to KnowNot Needed Current Perform Meas Ann Goals Service Delivery Nonparticipation Justification Schedule Modification Transportation Services Placement Consent State or District Assessment

21. Copyright © 2007 by Allyn & Bacon Chapter 15 Helping All Students Succeed in Mathematics

22. Copyright © 2007 by Allyn & Bacon Current Trends Mathematic literacy. National Council of Teachers of Mathematics – Curriculum standards (Page 399)

23. Copyright © 2007 by Allyn & Bacon Difficulties in Learning Mathematics Cognitive Factors Educational Factors Personality Neuropsychological Patterns

24. Copyright © 2007 by Allyn & Bacon Developmental Arithmetic Disorder Students have difficulties learning arithmetic- difficulties that are unexpected given the students’ overall cognitive functioning and academic performance in other subject areas.

25. Copyright © 2007 by Allyn & Bacon Nonverbal Math Difficulties (Johnson & Mykelebust, 1967) Social immaturity Disorientation Deficits in visual, motor, and self-help skills Problems estimating distance and time

26. Copyright © 2007 by Allyn & Bacon Guidelines for Adequate Math Instruction Select appropriate, comprehensive math content Select goals that establish high expectations Provide systematic and explicit instruction Teach students to understand math concepts

27. Copyright © 2007 by Allyn & Bacon Guidelines for Adequate Math Instruction Monitor the progress of students Teach to mastery Promote a positive attitude toward math Teach students to generalize the math skills they learn

28. Copyright © 2007 by Allyn & Bacon Effective Math Instruction for All Learners Inappropriate or inadequate instruction Evaluate the math curricula – Students have difficulty reading the information provided – Math concepts are often presented poorly – There are insufficient problems covering any one concept or operation – Students often do not have the necessary prerequisite skills assumed by the text – The pages and organizational format of the text vary considerable and make learning from text difficult – Students have difficulty transferring knowledge to real problems

29. Copyright © 2007 by Allyn & Bacon Curricular Programs Project Math DISTAR Arithmetic Program Computational Arithmetic Program Key Math Teach and Practice Corrective Mathematics Program NCTM Navigation Series Touch Math ETA/Cuisenaire

30. Copyright © 2007 by Allyn & Bacon Establishing Appropriate Goals Strategies (Leon & Pepe, 1983) – Teacher models and verbalizes the procedure – Teacher guides student through problem and solves it – Student verbalizes procedure while teacher monitors progress – Student whispers procedure to himself/herself

31. Copyright © 2007 by Allyn & Bacon Cooperative Learning Peer tutoring Small groups Team-Assisted Instruction

32. Copyright © 2007 by Allyn & Bacon Providing Appropriate Instruction Demonstration- prompt-practice routine Explicit instruction – step-by-step instructions – Information about why learning this skills is important Assurance that students understand directions and task demands – Monitoring Maintaining positive reinforcement, varied practice, and ensuring motivation

33. Copyright © 2007 by Allyn & Bacon Teaching for Comprehension “Talk aloud” Constant time delay Correction and immediate feedback Providing Practice

34. Copyright © 2007 by Allyn & Bacon Strategies for Helping All Students Acquire Basic Math Skills Prenumber – Seriation – Classification Numeration – Estimating – Regrouping Place Value – Grouping – Naming Tens Fractions – Systematic practice – Separation of confusing terminology – Wide of elements to illustrate concepts

35. Copyright © 2007 by Allyn & Bacon Working with Numeration Estimating Understanding Zero

36. Copyright © 2007 by Allyn & Bacon Understanding Place Value Grouping by Ones and tens Naming Tens Place Value beyond Two Digits

37. Copyright © 2007 by Allyn & Bacon Learning Fractions Systematic practice in discrimination among different problem types Separation of confusing elements and terminology Use of wide range of elements to illustrate each concept

38. Copyright © 2007 by Allyn & Bacon Computation and Calculators Calculators for instructional purposes do not impede the acquisition of basic skills The advantages of using calculators are more obvious for problems that include computation than for problem solving Students who use calculators on criterion tests produce higher achievement scores than those students who do not Studies indicate that students do not develop a negative attitude toward math because of calculator use