Director: Dr. Deirdre J. Osypuk Assistant Director: Beth M. Goldsnider Student Support Services Adapted from: Disability Awareness and Universal Design by Dr. Ellen Stoltz, Chief Academic Officer Director: Dr. Deirdre J. Osypuk Assistant Director: Beth M. Goldsnider

Who do we Supervise? Special Education Teachers School Psychologists Social Workers Guidance Counselors Speech Pathologists Nurses Occupational Therapist Physical Therapist Behavior Analyst Special Education Instructional Assistants Special Education Tutors Applied Behavior Analyst Assistants

What District Wide Student Populations do we Serve? Special Education 504 Homeless English Language Learners B-3 Transitions Child Find

What is our Department’s Mission? To provide the supports necessary for all students to be successful in the academic, social, emotional, and behavioral realms. To educate all students in the Least Restrictive Environment (LRE) to the maximum extent that is appropriate.

Why do we Promote Inclusion? Develops tolerance for individual differences Positive academic and behavior role models Students with disabilities achieve at higher levels when educated with their non-disabled peers.

Evidence to Support Inclusion

Role of General Education Teacher Review and implement 504 Plans and Individual Education Plans (IEP) Actively participate in Planning and Placement Team (PPT) and 504 meetings Differentiate your instruction to meet the needs of all learners Modify lesson plans, tests/quizzes per IEP, 504 Plan Collaborate with special education teacher, related service staff Refer students to Special Education or 504 if they have not made progress during the 3rd tier of SRBI.

Criteria for Special Education 1 of 14 educational disabilities Adverse impact on educational performance AND Disability requires specialized instruction

Criteria for 504 Mental or physical impairment AND Impairment substantially impacts a major life activity

Characteristics of Students with Learning Disabilities Achievement is above average in some areas and deficient in others despite average to above average cognitive ability Disorganized Short-term + Long-term memory deficits Instructional Strategies: -pair verbal w/written directions -manipulatives -check-in/check-out -opportunities for independent practice

Characteristics of Students with Intellectual Disabilities Deficient intellect (IQ < 70) AND adaptive skills (< 78) Significant deficit in adaptive functioning (communication, social, self-help skills) across settings Socially: naïve; follower; easy target Flat profile academically with exception of rote skills Instructional Strategies: -direct instruction -repetition -concrete examples -relate to prior knowledge -manipulatives

Characteristics of Students with Speech and Language Impairments Impaired articulation, expressive language, receptive language Limited vocabulary, simple grammar and sentences, unusual word order, slow speech, word retrieval difficulties; circumlocutions Instructional Strategies: - ask students to para- phrase directions - pair with peer language role

Characteristics of Students with Other Health Impairments limited strength, vitality or alertness, including a heightened alertness with respect to the educational environment attention deficit with/without hyperactivity disorder, tuberculosis, rheumatic fever, nephritis, asthma, sickle cell anemia, hemophilia, epilepsy, lead poisoning, leukemia, or diabetes Strategy: Specific to impairment

Characteristics of Students with ADD or ADHD ADD/ADHD -Not a skills deficit, but a performance deficit -Average to above average cognitive ability -Task dependent ADD-inattentive, lacks follow-through, difficulty following multi-step verbal directions, lacks organization ADHD-interrupts, blurts out answers, finishes assign- ments quickly but incompletely impulsive, hyperactive Instructional Strategies: -visual timer -preferential seating -step by step directions written out -frequent feedback -token reinforcement system -response cost -Differential Reinforcement of Incompatible -movement breaks

Characteristics of Students with Autism Impaired pragmatic/functional language Restricted repertoire of activity and interests Impaired joint focus of attention Difficulty holding reciprocal social exchanges Difficulty understanding others emotions Instructional Strategies: - picture schedules - posted routines - advanced notice of change - social stories - Picture Exchange Communication Systems - Applied Behavior Analysis - Discrete Trial Instruction

Characteristics of Students with Emotional Disturbance Typically average to above average cognitive ability Difficulty managing emotions, mood swings Anxious, depressed, fearful Difficulty building relationships with adults and peers Pervasive across settings and persons Instructional Strategies: -consistency -non-emotional response -present choices -extended time; -pair w/positive social, emotional peer models

Characteristics of Oppositional Defiant Disorder Non-compliant Argumentative Weighs costs of behavior Instructional Strategies: -Precision Requests -do not negotiate -lay out consequences if chooses to behave vs misbehave -find carrot -Behavior Intervention Plans

Precision Requests

Variables that Affect Compliance