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

2. Curriculum Goals Standards Learning outcomes

3. 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

4. General Education Curriculum with Accommodations Core courses Electives Basic academic skills

5. 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

6. 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

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

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

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

10. 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

11. 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

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

13. 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

14. Outcomes Use as a screening Compare skills Develop curriculum

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

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

17. 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

18. 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

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

20. 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

21. 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

22. 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

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

24. Positioning Tone Alignment and stability Security Normal posturing Position changes

25. Seating Pelvic position Foot support Upper body support Negative impact

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

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

28. Environmental Control Switch use Point of access Mounting Intended purpose Context

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

30. 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

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

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

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

34. AAC Considerations Content Board arrangement Displays Instructional strategies

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

36. 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

37. 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

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

39. Assessment Formal and informal Tools and methods Data collection

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

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

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

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