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Exceptional Education

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Information about Exceptional Education
Education

Published on August 29, 2008

Author: pueblowarriors

Source: authorstream.com

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Slide 1: Exceptional Education A Agenda : Agenda Acronyms Demographics & Program Flags Characteristics of a Learning Disability Pueblo’s Numbers Historical Perspective & the Law Terms and Famous Quotes Accommodations & Modifications How to Access Accommodations Fair Means … Child Study Team Child Find Who’s Who in Ex. Ed. Webliography Ex. Ed. Acronyms : Ex. Ed. Acronyms ED Emotional Disability SLD Specific Learning Disability HI Hearing Impaired VI Visually Impaired SLI Speech/Language Impaired OHI Other Health Impairment TBI Traumatic Brain Injury A Autism MCI Mild Cognitive Impairment MOMR Moderate Mental Retardation MD Multiple Disabilities SMR Severely Mentally Retarded A, B, C Census Code/ Level of Service Demographics and Program Flags : Demographics and Program Flags Possible characteristics of an Exceptional Education childmay include difficulty with the following: : Possible characteristics of an Exceptional Education childmay include difficulty with the following: Organization : Organization Knowing the time, date, and year Managing time Completing assignments Locating belongings Putting things in order Carrying out a plan Making decisions Setting priorities Spoken or Written Language : Spoken or Written Language Learning or pronouncing words Discriminating between sounds Relating or writing stories Understanding questions Responding to questions Following directions Reading comprehension Spelling Memory : Memory Remembering directions Learning math facts Learning new procedures Learning the alphabet Identifying letters Remembering names Remembering events Studying for tests Physical Coordination : Physical Coordination Manipulating small objects Learning self-help skills Cutting Drawing Handwriting Climbing and running Mastering sports Attention and Concentration : Attention and Concentration Completing a task Acting before thinking Waiting Restlessness Daydreaming Distractibility I have way too many in my class! : I have way too many in my class! 1,957 students in school 285 resource students 76 self-contained 18.4% of Pueblo students have IEPs Historical Perspective : Historical Perspective 1954 – Brown v. Board of Education This case dealt with discrimination against an African-American child. However, the case opened the door for many other kinds of discrimination cases. Slide 13: Individuals with Disabilities Education AcT (IDEA ’04) 1975 – Education of All Handicapped Children Act Reauthorized every five years Provides for a Free Appropriate Public Education (FAPE) for students with disabilities Mandates student placement in the least restrictive environment Last reauthorized in 2004 A case to make you SHUDDER : A case to make you SHUDDER * A 1993 case, Doe vs. Withers, set the precedent for teachers being held personally liable for damages if they fail to implement the accommodations on a child's IEP. Facts:    1. Michael Withers was a history teacher at Grafton High School in Taylor County, West Virginia. 2. Student John Doe was diagnosed with a Learning Disability in 4th grade.  Among his accommodations he was supposed to be able to have oral administration of tests by a special education teacher in the special education classroom. :  3.  All of his teachers agreed to allow the oral testing conditions, except for Michael Withers.  As a result, the child was failing history.  4. When the parents sued the district, principal, and teacher for not providing FAPE as outlined in the IEP, the principal and superintendent were excused from the complaint as there was documentation that the Director of Special Education and the Principal had directed Mr. Withers to honor the IEP accommodations. * This case is significant as it was not appealed and set legal precedence for the personal liability of teachers to provide FAPE for students with disabilities. 5. Mr. Withers was found liable and was ordered to pay the plaintiffs $15,000 for damages in a civil trial. : 5. Mr. Withers was found liable and was ordered to pay the plaintiffs $15,000 for damages in a civil trial. What you can do:    1.  Know who your students with disabilities are.2. Keep a file or notebook with their IEP accommodations pages at hand to refer to as needed.3. Attend professional development to help you develop skills in differentiated instruction.4. Just ask the student's Special Education Case Manager for help if you need it.5. Attend your students’ IEP meetings. : What you can do:    1.  Know who your students with disabilities are.2. Keep a file or notebook with their IEP accommodations pages at hand to refer to as needed.3. Attend professional development to help you develop skills in differentiated instruction.4. Just ask the student's Special Education Case Manager for help if you need it.5. Attend your students’ IEP meetings. Individuals with Disabilities Act ’04Placement in the Least Restrictive Environment - LRE“…to the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are not disabled, and that special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily." : Individuals with Disabilities Act ’04Placement in the Least Restrictive Environment - LRE“…to the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are not disabled, and that special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily." TERMS : TERMS Inclusion – the practice of providing a child with disabilities his or her education within the general education setting with accommodations and modifications as needed. Mainstreaming – the practice of providing a student with disabilities with some of his/her education in a general education classroom. This term implies that the student receives part of his/her education in a segregated setting. Integration – the practice of placing students in a classroom for socialization and behavior modification. Famous “Quotes” We Hear : Famous “Quotes” We Hear “He doesn’t try.” “They are very disruptive in my class.” “You just want me to pass them?” “It’s the Special Ed kids lowering our scores.” “They should not be in my class.” “If they can’t do the work they shouldn’t be in my class.” “They don’t pay attention.” “This kid is out-of-it!” “They have ADHD.” …and the positive things we hear : …and the positive things we hear “Your kids are no problem.” “It’s a pleasure to have your kids in class.” “Your kids are polite.” “They try their best.” “Some of them participate quite well verbally.” “I subbed for one of your classes last week and your kids were awesome!!” Accommodations : Accommodations Accommodations: Refers to actual teaching supports and services that the student may require to successfully demonstrate learning. Accommodations should not change expectations of the curriculum grade levels. Examples of Accommodations : Examples of Accommodations taped books math charts calculator additional time oral test oral reports daily planner preferred seating study carrel amplified system Braille writer adapted keyboard specialized software Modifications : Modifications Modifications: Refers to changes made to curriculum expectations in order to meet the needs of the student. Modifications are made when the expectations are beyond the student’s level of ability. Examples of Modifications : Examples of Modifications Examples: The number of possible answers on a multiple choice quiz is reduced from 5 to 2. Students are working on labeling the states on a US map. The student with a disability is matching the names of states to names on a US map. Students are required to write an essay on a theme in English class. The student with a disability is dictating a list of the main points of the book he listened to on audio tape. Good News!!!! : Good News!!!! SEI strategies are perfect for Exceptional Ed students How to Find Accommodationsin Mojave : How to Find Accommodationsin Mojave Go to student’s Matric # Go to Block Scroll to Exceptional Education Click on “TIEnet” (Accommodations will drop down) Slide 28: Program Flags -- Ex. Ed. and Others 504        Exceptional Ed Language Preference                 English Language Learner    IS--Interscholastic and/or IFEP (Proficient in English) Discipline Indicators appear next to a student's record if they apply to that student at any time during the class term. The system also displays a suspension indicator during the time a student is suspended. If the class is a JTED class, the class roster appears slightly different. “Fair does not mean that every child gets the same treatment, but that every child gets what he or she needs.” Richard D. Lavoie : “Fair does not mean that every child gets the same treatment, but that every child gets what he or she needs.” Richard D. Lavoie Fair means everyone gets what she deserves and needs, not what is equal. It means if one child needs help with math and another with phonics, this is provided. It means the brighter student with motivation and higher skills is allowed to move on; the slower student is helped with her deficiencies, allowed more time or given curricular modifications. Child Study Team(General Ed. Interventions) : Child Study Team(General Ed. Interventions) “General education teachers must attempt appropriate adaptations and instructional interventions in their classrooms before a student is referred to an evaluation team. These adaptations must be of sufficient scope and duration and must be clearly documented. If a student shows adequate progress…a referral to consider a special education evaluation may be unnecessary.” “There may be circumstances where Child Study interventions would inappropriately delay the provision of special education services. In these cases, the submission of a referral to the Child Study Team to consider a special education evaluation should be expedited.” Child Study Team, continued : Child Study Team, continued Process: 1. Request Parent/Teacher conference with student present. If team assistance is needed, contact student’s counselor and complete a Child Study Team referral form. Child Study Team “brainstorms” to develop interventions. Interventions will be tried for the next 15-30 days. 4. Child Study Team holds follow-up meeting to evaluate interventions. If interventions were successful, continue with them. If interventions were not successful: Additional interventions are attempted, OR A request is made for other programs (ELL, 504, counseling, etc.), OR A referral is made for an Ex. Ed. evaluation. Child Find Procedures : Child Find Procedures Key Points: All students new to TUSD must be screened within 45 days of enrollment. The Office Manager/Attendance Clerk or Designee generates the New Student Screening Form located in Mojave and gives the form to a regular education teacher of the student The teacher completes Section B of the form and returns it to the Office Manager/Attendance Clerk or Designee If concerns are indicated, the Office Manager/Attendance Clerk refers the form to the principal who notifies appropriate staff for follow-up. The principal marks the form “Problem noted…” and indicates what actions are to be taken. The principal provides the date that the appropriate staff member was notified and signs and dates the form. The form is then filed in the cumulative folder. If no concerns are noted, the principal marks the form “No problem noted at this time” and signs and dates the form. The form must then be filed in the cumulative folder. If concerns are identified, the parent must be informed of these concerns and how you will follow up within 10 days. Exceptional Education Department : Exceptional Education Department Self-Contained Teachers Susie Clay ED Margaret Dodson MCI Wendy Enriquez CBI Ruben Fierros Job Developer/CBI Randy Spalding CBI Belle Tellez-Peru CBI Resource Teachers : Resource Teachers Rhonda Alexander Ad. Histories/Inclusion Charles Andrews Job Developer Theresa Ellis Department Chair Jose Hernandez Ad. Algebra/CORE Steve Jackson Ad. Science/Biology Edna Mariscal Ad. English Melissa McIntosh Hearing Impaired Sal Vitale Ad. Algebra/CORE BJ Quarrell Ad. Geometry/CORE Darryl Stoner Ad. English Liz Grijalva Ad. English Linsay DeMartino Ad. Social Studies/CORE Inclusion Teachers : Inclusion Teachers Gary Crane / Rhonda Alexander Miguel Enriquez / Jose Hernandez Megan Higgins / Liz Grijalva Andrew Lettes / Steve Jackson Stacy Litvak / Sal Vitale Don Robertson / Darryl Stoner Joanna Stevens / Rhonda Alexander Jose Velasco / BJ Quarrell Support Staff : Support Staff Lori Bonati School Psychologist Efrain Carrillo Social Worker Patty Downey Transition Counselor Jo Helen Gasky Occupational Therapist Parrish Greer Visually Impaired Bil Hawkins Mobility Trainer Wendy Kriendler Speech Pathologist Kristin Rhodes Physical Therapist Aida Sanchez Compliance Technician Marianne Sparks Speech Pathologist (CBI Webliography : Webliography www.Wrightslaw.com http://www.nrcld.org/ http://www.fcrr.org http://www.ld.org http://www.nationalreadingpanel.org http://www.ricklavoie.com/bio.html

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