2. April 24, 2015 MAER Conference Kathy SleeLaura HommingaSpecial Ed SupervisorCalhoun ISD

3. Awareness of Eligibilities & the Effect on the Educational Setting Educational Practices that best meet the needs of the Learner

4. “Excellence in teaching is the single most powerful influence on achievement.” - Hattie, J. (2003)

5. Specific Learning Disability Emotional Impairment Cognitive Impairment Speech and Language Impairment Otherwise Health Impaired Autism Spectrum Disorder

6. Difficulty understanding the use of language May interfere with learning May interfere with social adjustment

7. Unclear speech and/or stuttering Poor listening skills Slow vocabulary development Immature grammar Difficulties with conversation Quality of voice; unusual loudness

8. Must qualify in 1 or more of the 4 areas: Inability to build or maintain satisfactory interpersonal relationships within the school environment Inappropriate behaviors or feelings under normal circumstances

9. General pervasive mood of unhappiness or depression Tendency to develop physical symptoms or fears associated with personal or school problems

10. Learn about the specific disability How it affects communication Focus on student’s strengths and interests Create opportunities for success Consult with the Speech & Language Pathologist Can give strategies, ways to adapt the curriculum, etc.

11. Learn about the student’s specific EI eligibility. Focus on student’s strengths Remember they are kids first Support inclusion by: Take a break Allow them to work alone Ensure group work is meaningful

12. Set clear behavioral rules and expectations Provide Accommodations: Side effects of medication Behavioral unpredictability Impairments in concentration and memory

13. Learn at a slower rate Independence levels vary Progress often measured with alternative assessments Teaching ranges from: Vocational skills Daily living Basic self-help skills

14. Understanding what other people say or mean Saying what they mean or how they feel Understanding social cues Learning and concentrating Learning without practice Reading and Writing Acting their age

15. Does not achieve adequately for age or to meet State-approved standards when provided with learning experiences and instruction that is appropriate for age

16. In 1 or more of the following areas: – Oral expression – Listening comprehension – Written expression – Basic reading

17. – Reading fluency – Reading comprehension – Math calculation – Math problem-solving

18. Emphasize the student’s strengths Give positive feedback Give multiple opportunities for practice Break tasks into smaller steps Give students additional time to complete a task Give directions verbally and in writing Teach organizational skills, study skills, & learning strategies

19. Reading difficulties Have materials at their level Use colored overlays Use of technology

20. Listening Comprehension difficulties Borrow a copy of another student’s notes Use of a tape recorder Use of technology

21. Writing difficulties Use of a computer Specialized software that spell checks Grammar checks Speech Recognition software

22. Emphasize student’s strengths and interests Create opportunities for success Be a concrete as possible Demonstrate what you mean rather than giving verbal directions

23. Use pictures/hands-on experiences Break longer tasks into smaller steps Give immediate feedback

24. Teach life skills daily living social skills occupational awareness/exploration

25. Limited strength, vitality or alertness which adversely affect the student’s educational performance May include: Asthma, ADD, ADHD, Epilepsy, etc. Activity

26. Lifelong developmental disability Affects Academic Behavioral Social

27. Students may exhibit impairments in one or more of the following areas: Reciprocal social interactions Qualitative impairments in communication Restricted range of interests/repetitive behavior Unusual or inconsistent responses to sensory stimuli

28. Lack of use of nonverbal cues, such as: Reading facial expressions Body language Lack of eye contact Appropriate peer relationships Having a shared interest with others Reciprocal social interactions

29. Delay in or lack of speech Inability to engage in conversation Inability to use or understand stereotypical or idiosyncratic language ASD continued…

30. Stereotypical and restricted interests Inflexible need for routines Repetitive motor activity Preoccupation with parts of objects Restricted range of interests/repetitive behavior

31. Unusual or inconsistent responses to sensory stimuli Examples: Loud noises Touch Light Crowds Texture Weight

32. ADHD Post rules, schedules, and assignments Model how to use assignment book daily schedule. Teach study skills and learning strategies

33. Help student channel physical activity Provide step by step directions Check for understanding Allow student to work on a computer Maintain high expectations Allow for different ways of doing things.

34. Give step-by-step directions Verbally Visually physical supports Give concrete and explicit directions & feedback Give positive feedback Give opportunities for practice

35. Build opportunities for social interactions Build opportunities for collaborative interactions Have consistent routines and schedules prepare students in advance for changes

36. Awareness of Eligibilities & the Effect on the Educational Setting Educational Practices that best meet the needs of the Learner

37. How might you change your educational practices to better meet the needs of your students? Be prepared to share out

38. PBIS – www.pbis.orgwww.pbis.org START - www.gvsu.edu/autismcenter/www.gvsu.edu/autismcenter/ Influences on Student Learning - http://growthmindseteaz.org/johnhattie.html http://growthmindseteaz.org/johnhattie.html MARSE - http://downloads.microscribepub.com/michigan/marse_20 13.pdf http://downloads.microscribepub.com/michigan/marse_20 13.pdf NICHCY - http://nichcy.org/http://nichcy.org/