Special Education in the Gen Ed Classroom Tools and Strategies for Inclusion C&I 216

Objectives The C&I 216 Students, will understand the role of a general education teacher in the education of students will disabilities, so that when given a IEP the students will generate acceptable instructional modifications.

What is Special Education? The Individuals with Disabilities Education Act (IDEA) legal basis of how and what programs will be in place for the special needs student. Guidelines provided by IDEA Students should be identified to have special needs through nondiscriminatory means. The parent must be involved in the process. Students should be taught in the least restrictive environment (LRE). – the placement should be as most like the regular classroom as possible. Push for “Inclusion” Each child must have an individualized education plan (IEP).

Defining Disability / Disorder High-incidence disabilities / disorders communication disorders (speech and language impairments) specific learning disabilities (including attention deficit hyperactivity disorder [ADHD]) mild/moderate mental retardation Low-incidence disabilities / disorders blindness / low vision deafness / hard-of-hearing significant developmental delay complex health issues serious physical impairment autism emotional or behavioral disorders

Activity (Special Education Needs) Student Needs Academic Classroom Behavior Physical Social Disabilities Learning Disabilities Behavioral Disorders Mild Intellectual Disabilities Others (Communication Disorders, Physical Impairments, ADHD, Sensory Disorders, Autism Spectrum, etc…)

Individualized Education Plans Individualized Education Plan (IEP) IEP concerned with equal access to education Process & Eligibility Designed for one student / highly individualized Involves teacher, parents, resource personnel & administrators Requires a general education teacher Created and Reviewed annually by an IEP team Defines appropriate adaptations and accommodations extra time for tests having tests read spelling not counted off on in-class assignments

The development of the IEP Each student’s strengths and needs are assessed and considered by a team of professionals (including a general education teacher, the parents, and most times the student Schools use the IEP to guide their provision for services; and parents use it to track whether a student is receiving services and meeting their goals.

IEP Considerations Areas of Strengths Areas of Needs Achievement Levels Goals Classroom Accommodations Action Plan / Timeline

Strategies for Adapting Instruction Modify Materials and Activities Clarify Task Directions Add Prompts Teach to specific student errors Teaching Procedures Give additional presentation of skills and information Provide additional guided practice Make consequences for successful performance more attractive Slow the pace of instruction

Strategies for Adapting Instruction (cont.) Task Requirements Change the criteria for successful performance Change task characteristics Break each task into smaller subtasks

Classroom Accommodations Examples: for lectures, he gets preferential seating. For tests/exams, he gets extended time for completion, open book exams and alternative seating. For environment, he gets preferential seating. For assignments, he gets directions given in a variety of ways, extended time for completion, he maintains and assignment notebook, and gets assistance in recording assignments. For reinforcement, they use positive/concrete reinforcers, frequent reminders of rules, check often for understanding/review. For pacing, he is allowed frequent breaks/vary activities.

IEP Examples/Information Textbook: P. 77-76 Online: Pgs 33-36 of http://www.edu.gov.on.ca/eng/general/elemsec/speced/iepeng.pdf http://www.familyvillage.wisc.edu/education/iep.html

Other Supports Section 504 Plan Does not require that a student be determined to need special education Parents are notified of placement, but participation is not required by law Periodic re-evaluation Does not require an IEP, but does require a plan Student not eligible, or no longer eligible for an IEP may receive assistance through a 504

Strategies for Inclusion Classroom environment Let students know what your “plan” is for the day Seat student in area free from distractions. Maintain structure and routine in your class. Have upcoming assignments clearly posted. You may have to allow the student frequent breaks. Have an agreed upon cue for student to leave the classroom. Reduce visual distractions in the classroom. Allow student to listen to music while completing tasks

Strategies for Inclusion Time Management & Transitions Space short work periods with breaks. Provide additional time to complete assignment. Inform student with several reminders, several minutes apart, before changing from one activity to the next. Reduce amount of work from usual assignment (all evens or all odds). Provide a specific place for turning in assignments. Have a clear and visible timer available for tasks. (Cool Timer!)

Strategies for Inclusion Instruction Break assignments into segments of shorter tasks. Provide a model of end product. Provide written and verbal direction with visuals. Highlight to alert student attention to key points within the written directions of the assignment. Provide outlines, study guides, copies of overhead notes. Make sure you have the students attention before beginning a lesson. Limit the number of concepts presented at one time. Provide incentives for beginning and completing material.

Strategies for Inclusion Grading & Assessment Provide a quiet setting for test taking Allow for oral responses. Divide test into small sections. Grade spelling separately from content. Allow as much time as needed to complete. Change percentage of work required for passing grade. Provide monitored breaks from test.

Strategies for Inclusion Behavior Avoid confrontations and power struggles. Develop a system or code that will let the student know when behavior is not appropriate. Ignore attention seeking behaviors that are not disruptive to the classroom. Arrange a designated safe place that student can go to. Develop a code of conduct for the classroom and visually display it in an appropriate place where all students can see it, review it frequently. Develop a behavior intervention plan that is realistic and easily applied.

The INCLUDE Strategy Identify classroom demands Note learning strengths and needs Check for student success Look for problem areas Use information to brainstorm Decide on adaptations Evaluate student progress