Special Education 547 Unit Two Educational Considerations Kevin Anderson Minnesota State University Moorhead 2006

Curriculum Goals Standards Learning outcomes

Curriculum Curricular options  General education curriculum with accommodations  General education curriculum with accommodations and modifications  Life skills curriculum  Curriculum in modified means of communication and task performance Fundamental curricular options  Self-determination  Transition

General Education Curriculum with Accommodations Core courses Electives Basic academic skills

Accommodations vs. Modifications Accommodations  Supports to aid access to the curriculum  Does not change “what” is expected, just “how” it is expected Modifications  Changes or adapts “what” is being taught  May change content, outcomes, or levels of complexity

General Education Curriculum with Accommodations and Modifications Same as previous Modified through:  Curricular analysis Requirements Proficiency level  Thinking and problem-solving skills  Learning and strategies and study skills  Natural supports

Life Skills Curriculum Functional academics  Reading  Writing  Mathematics  Listening  Speaking

Life Skills Curriculum Daily and community living skills  Vocational  Home and family  Leisure  Community/transportation  Health  Relationships  Social skills

Curriculum in Modified Means of Communication and Task Performance Physical tasks Speech and language Assistive technology Augmentative and alternative communication Information acquisition and management

Assistive Technology Curricular software  Support general education curriculum  Modify general education content Hardware for access to curriculum  Access curricular software  Access curricular materials  Access functional life skills materials

Task Analysis Definition - Content and sequence of skills, behaviors, and activities to be taught through instruction Benefits  Identify students strengths and needs  Observe and record the learning process  Prioritize instructional goals  Plan for sequence of instruction

Assessment Tool Formative assessment - how a student is doing in the process Summative assessment - what a student has learned

Process Using typical sequences Defining results of trials Differentiating motor from cognitive difficulties Identifying student response difficulties and needs Determine type and amount of assistance needed

Outcomes Use as a screening Compare skills Develop curriculum

Situation Analysis Ecological inventory - evaluating a student in an environment where the student functions Format  Domain  Environment  Sub-environment  Activity  Skills

Critical Issues Practicum issues Short presentation to class Review of AT process (Best Ch. 7) Description of AT project

Assistive Technology (AT) Devices that “reduce the negative impact that impairments have on an individual’s participation in curricular, extracurricular, and other major life activities.” Services that are required to assist an individual with a disability to use AT devices

Four Core Principles Technology as an instructional tool Match technology to student’s needs Customize use of technology for each student Avoid over-reliance on technology

Use of AT Assistive technology Adaptive technology Remedial technology Universal Design for Learning

Considerations Regarding Participation Identify the situations that cause difficulty for students when they try to participate Consider possible adaptations that might be useful when trying to participate

Legal Mandate 1988 legislation 1990 IDEA  Infusion of AT language  Application to infants, toddlers, children, and youth with disabilities 1994 reauthorization Terminology  Devices  Services  Consideration

AT Process Wisconsin Assistive Technology Checklist  Categories  Determining need Consideration Assessment  Gathering information  Decision making  Implementation Extended assessment and trial use Selection and acquisition  Feature identification  Specification and demonstrations  Location and ordering

AT Process Including in IEP  Part of special education program  Related service  Supplementary aids and services  Support for staff

Positioning Tone Alignment and stability Security Normal posturing Position changes

Seating Pelvic position Foot support Upper body support Negative impact

Positioning and Seating Issues Accessory equipment Transfer techniques Location Mobility Wheelchairs  Manual  Electric

Barrier Issues Physical access Environmental and material adaptations  Location  Work surface  Object modifications  Stabilization of equipment

Environmental Control Switch use Point of access Mounting Intended purpose Context

Sensory AT Assistive listening devices Telecommunications Alert or warning devices Visual enhancers Auditory prompters

Continued Study Assignment of Belson chapters Developing case study Identifying educational need Selection or design of curricular content Identification of instructional techniques Statement of AT recommendation Rationale for selection Implementation strategy

Augmentative and Alternative Communication (AAC) Non-symbolic Symbolic Aided considerations Output methods Displays

AAC Non-symbolic communication  Form  Function  Content Symbolic communication  Unaided  Aided

Considerations for Aided Symbolic Communication Symbol type Means of access Vocabulary and retrieval Output methods

AAC Considerations Content Board arrangement Displays Instructional strategies

Program Planning Individual Education Plan Acquisition of the outcomes  Monitor  Evaluation  Recommendations Services

IEP Determine current level of performance across domains Identification of strengths and needs in regards to physical and health disabilities Identification of goals and objectives Determining activities to support goals and objectives Making a plan to review progress Listing necessary adaptations

Ensuring Acquisition of Outcomes Monitoring educational progress and progress towards special education goals Evaluation  Review/conduct formal assessments of achievement - determine impact of disability  Review/conduct informal assessments, including organizational skills, independent work skills, classroom-related motor tasks, and overall strength/endurance in classroom activities

Ensuring Acquisition of Outcomes Recommendations  IEP process  General education teachers  Classroom supports  Special education providers  Related service providers  Collaboration with medical community

Assessment Formal and informal Tools and methods Data collection

Assessment Formal  Issues Standardized measures Reliability Validity  Accommodations and adaptations  Results impacting categorical placement Informal  Observations  Curriculum-based measures  Anecdotal

Assessment Tools  Adaptive materials and equipment  AT Methods  Direct assessment  Indirect assessment

Assessment Data collection  Test results  Daily progress  Performance Academic Functional skills Advocacy

Medical collaboration School liaison Medical contacts Maintaining current information Ensuring health-related programming Reassuring and supporting teachers and aids Online training needs