1. 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

2. 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

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

4. 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.

5. 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.

6. Evidence to Support Inclusion

7. 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.

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

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

10. 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

11. 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

12. 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

13. 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

14. 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

15. 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

16. 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

17. 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

18. Precision Requests

19. Variables that Affect Compliance