by Katelyn Hatcher 7 years ago
143
Final Map
The text discusses the importance of living a life that exemplifies the teachings of the gospel, emphasizing the need to guide others towards spiritual truth and to help those who may feel lost.
by Katelyn Hatcher 7 years ago
143
More like this
School wide strategies require a commitment to implementation from every teacher, specialist, and other staff member in the school.
SuFostering Positive Student Interactionsbtopic
Another key to preventing behavior problems is to foster positive student interactions; simply mixing students with and without disabilities in single classrooms may not result in an integrated social system for them.
Effective Teaching Methods
Another critical strategy for preventing behavior problems is to provide instruction that is relevant, intersting, individualized, and active.
Effective Classroom Communication
SubTeachers who treat their students with respect and trust are more successful than other teachers in creating a positive classroom environment in which fewer behavior problems occur, a point emphasized in this video about what students expect from teachers.
6. REVIEW your answer by checking that all parts of the question have been answered and edit your essay.
5. ENGINEER your answer by including an introductory sentences about each of the main ideas in your outline.
4. WORK in detail by adding important details to the outline that you plan to include in your essay.
3. SET up an outline listing your main ides for the essay question.
2. NOTICE the requirements of the question. Mark each and change the question into your own words.
1. ANALYZE the action words in question by reading the question carefully and underlining the key words.
A lack of organization is common characteristic of students with disabilities, as is true for Ron, one of the students introduced at the beginning of the chapter.
Foil
L- Multiply last term
I- Multiply innermost terms
O- Multiply outermost terms
F- Multiply first terms
SLOBS
S- Subtract
B- Borrow by taking one 10 and adding to the next column.
O- Cross off the number in the next column.
L- Lager: Leaps to subtract.
S- Smaller: follow steps.
LAMPS
S- Send the 10s to the top of the next column.
P- Put the 1s below the column.
M- "More than 9?" If so, continue to the next step.
A- Add the right column of numbers and ask...
L- Line up the numbers according to their decimal points.
STAR
R- Review the solution by rereading the problem and checking the reasonableness of the answer.
A- Answer the problem.
T-Translate the word problem into an equation in picture form by choosing a variable, identifying the operation, and representing the problem through manipulatives or picture form.
S- Search the word problem, reading the problem carefully and writing down knowns or facts.
REVISING ESSAY
6. Reread your essay and make final changes
5. Make changes on your computer.
4. SCAN each sentence:
N- Note errors.
A- Can you add more?
C- Is it connected to your belief?
S- Does it make sense?
3. Add two reasons why you believe it.
2. Find the sentence that tells you what you believe- is it clear?
1. Read your essay
REPORT WRITING
6. Check to be sure you used everything you want from the web.
5. Write your report using the information you organized on the web, but continue planning as you write.
4. Read to find new information and verify the accuracy of information and verify the accuracy of information already generated.
3. Organize your ideas by main points and details on a web-type graphic organizer, where main ideas and subordinate ideas are linked together through the use of lines and arrows.
2. Brain storm all you know and would like to know about the topic.
1. Choose a topic.
W-W-W WHAT=2 HOW=2
How dies the main character feel? How do the other characters feel?
H
How does the story end?
What happens then? What happens with the other characters?
What does the main character do or want to do? What do other characters do?
Where does the story take place?
When does the story take place?
Who is the main character?
COPS
Do words look like they are spelled right? Can I sound out or use the dictionary?
Have I used end punctuation, commas, and semicolons carefully.
How is the overall appearance of my paper? Have I made any handwriting, margin, or messy errors? Is my formatting correct? Are my fonts consistent?
Have I capitalized the first word and proper nouns?
TAG
G
Give suggestions
Ask questions
Tell what you like
POWER
Revising
Editing
W
Writing
Organizing
Planning
CUES
Summarize quickly and whenever possible
Enter important vocabulary
Use teacher cues to record ideas: number cues
Cluster together 3-5 main points of the lecture
TASSELL
Look at the teacher
End day dreaming
Sit away from friends
Sit near the front
Arrive at class prepared
Try not to doodle
SLANT
T
Track the talker
N
Name key infromation
Activate your thinking
Lean forward
Sit up
RUDPC
Copy the bibliographic information
Print the page
D
Decide whether you need the page
U
Use the cursor to the skim the page
R
Read the title and headings
SLiCK
K
Keep it together
Comprehend
L
Look ahead through the chapter
Set it up
POSSE
E
Evaluate your Understanding
Summarize the Main Ideas
Search for the Structure
O
Organize the Ideas
Predict Ideas
CAPS
S
How is the problem solved?
P
What problem happens?
A
What is the aim of the story?
C
Who are the characters?
PARS
S- Summarize
R- Read
A- Ask
P- Preview
SCROL
L- Look back
O- Outline
R- Read the text
C- Connect
S- Survey the headings
In addition to being able to identify technical vocabulary, students also must know what words mean if they are to understand what they read.
WARF
F- Flex your reading rate.
R- Read silently.
A- Avoid skip-backs.
W- Widen your eye.
IDENTIFYING WORDS IN TEXTBOOK READING
6. Make it a real word.
5. Say the part fast.
4. Say the parts of the word.
3. Underline the letters representing vowel sounds in the rest of the word.
2. Circle the word parts at the end of the word (suffixes).
1. Circle the word parts at the beginning of the word (prefixes).
Students who are at risk or have disabilities may require more direct instruction and review if they are to acquire basic academic skills.
Slowing down the rate of skills introduced is an accommodation in the way curriculum is present, but it is not the same things as reducing the amount of curriculum to be learned.
You can help students make key discriminations between current and previous problem types by using examples that at first require the application of only one particular skill.
If you are teaching a skill and find that most of your students lack the necessary preskills, teach these preskills directly before teaching the more complex skills.
STUDENTS WITH LEARNING PROBLEMS
A second group of students who may receive support under Section 504 comprises those who experience significant learning problems who are not determined to have a learning disability according to state criteria.
STUDENTS WITH CHRONIC HEALTH OR MEDICAL PROBLEMS
Students with chronic health or medical problems for example, those with communicable or chronic diseases or a student with special needs.
Second, unlike IDEA, Section 504 does not provide funds to school districts to carry out its requirements.
First, the definition of a disability in Section 504 is considerably broader than it is IDEA.
Although education has come a long way in terms of establishing a profession based on evidence-based practices, predicting whether a given practice will work for a given student in a particular situation is still difficult.
Inclusive education involves the use of a variety of instructional grouping arrangements.
CBA probes also can help teachers diagnose specific skills deficits.
The key question involved in screening is whether a student is different enough from his peers on important skills in a given academic area to indicate that some form of accommodation is necessary.
Measures of Independent Learning Skills
These skills, often referred to as learning strategies, include note taking, textbook reading, test taking, written expression, and time management.
Assessments of Prerequisite Skills
4. Administer the measure to your current class.
3. Develop a measure to assess the identified skills.
2. Identify entry-level content or skills needed. Be certain these are not skills for which a bypass strategy is possible.
1. Identify critical content learning or skills for your class.
3. Remember, curriculum-based assessment has been used successfully by teachers for many years.
3. Even though CBA is considered informal assessment, it is utility in helping to make instructional decisions depends on the teacher's keeping the difficulty level of the assessment items, as well as the administration and scoring procedures, consistent over time.
2. Select skills representing a sample of skills that are taught, not necessarily every skill.
1. Identify academic skills that are essential in your particular course or grade.
Is an effective option that in many instances can be an alternative to standardized tests.
3. Is the assessment aligned with state standards?
The skills assessed should have a meaningful relationship to content areas covered by the standards, such as reading and math.
2. In the focus of the assessment on authentic skills and on assessing experiences in community or real-life environments?
For a younger child, the community might mean the school, playground, or home; for a high school senior, the community might mean the store, bank, or other commercial or public sites.
1. What are the district's eligibility requirements for alternative assessments?
Keep in mind that only a small number of students have disabilities so severe that they are eligible.
5. Keep in mind that the primary purpose of psychological tests is to establish possible explanations for particular learning, behavioral, or social and emotional problems.
4. Be sure to check for possible cultural bias.
3. Be sure to check the technical adequacy of the psychological tests included in your report.
2. In the event of discrepancies between psychological reports and your experience, do not automatically discount your experience.
1. Do not be intimidated by the sometimes generous quantity of technical terms and jargon.
Individually Administered Tests
A special education teacher or the school psychologist usually gives individually administered diagnostic tests as a part of student's case study evaluation.
Group-Administered Tests
Two major types of standardized achievement tests are group-administered and individually administered diagnostic test.
A key requirement of IDEA is that students with disabilities have maximum access to the general education curriculum.
Involve whether a student's special education program should be terminated, continued as is, or modified.
Involve whether to continue or change instructional procedures that have been initiated with students.
Involves deciding at what level to being instruction for students.
Decision involves the setting in which a student's special education services take place-for example in general education classroom, resource room, or separate special education classroom.
Concerns eligibility for special education services.
Involves the decision about whether a student's performance differs enough from that of his or her peers to merit changes in instruction, or, eventually, more in-depth assessments to determine the presence of a disability.
ACADEMIC SURVIVAL SKILLS
Students with learning and behavioral disabilities also may have problems in the area of academic: survival skills. They include: attending school regularly, being organized, completing tasks in and out of interpersonal skills with peers and adults.
INDEPENDENT LEARNING
These students can be called passive learners, meaning that they do not believe in their own abilities.
MOTOR SKILLS
Students may have motor coordination and fine motor impairments that have learning and behavioral disabilities.
REASONING SKILLS
Students may lack the necessary reasoning skills for success in school. Important reasoning skills include such as: reading comprehension generalization, adequate background and vocabulary knowledge, induction, and sequencing.
ORGANIZATION AND INTERPERETING INFORMATION
Even though students with learning and behavioral disabilities they may have adequate hearing a visual skills by they still may have trouble organizing and interpreting oral and visual information.
ATTENTION
Students may have a harder time coming to attention or understanding task requirements.
This can be problematic for students with learning and behavioral disabilities, common problems include the following: 1. Problems with a spatial organization. 2. Lack of alertness to visual detail. 3. Procedural errors. 4. Failure to shift mindset from one problem to another. 5. Difficulty forming numbers correctly. 6. Difficulty with memory. 7. Problems with mathematical judgment and reasoning. 8. Problems with mathematical language.
This includes handwriting, spelling, and written expression that children with learning and behavioral disabilities struggle with.
Students with learning and behavioral disabilities have two major types of reading problems: decoding and comprehension.
Informed Consent
Changing any of the above
Determining PLACEMENT
Creating an IEP
Determining ELIGIBILITY
Conducting on ASSESSMENT
Need to get consent when:
In their naive language
Written
Consent
Right to withdrawal consent
Procedural safeguard rights
Scope and Sequence
Informed
If moved, has the school done everything possible to mainstream the students with his/her non-disabled peers to the maximum extent possible.
Has the school done everything possible to maintain the student in the regular classroom
Prongs of Daniel RR and other cases
Eligibility- The three prong test
Needs Special Education
Condition adversely affects educational performance
Specific criteria associated with the disability
Educational Records
Example: Research, court order, financial aid, etc.
May be released under other strict guidelines
Custodial parents have rights, non-custodial do not.
Outside the school-with parent permission only
To other educational agencies-strict guidelines
Allowable dissemination
In front office, except for temporary use away from home.
Two locks
Assure records are kept secure.
Must retain for a short period. (7 years generally)
Maintenance of records
Not released to anyone outside the school without written consent of the parent/guardian or of- age child.
Must note in the file when, who, and, why you accessed the file
List kept near files of who has the right to access
Even within the school, not just any one can view the record. Limited to those who need to know.
Who can see the record?
Protection
They have a right to challenge the record and have hearing if the school dies not change the record (amend). If still no change comes from the hearing, the parent has the right to insert a statement into the record (appeal).
Parents and eligible children have a right to inspect and review the educational record.
IDEA
Parent & Student involvement
Procedural due process
Least restrictive environment (LRE)
Free and appropriate education (FAPE)
Non-discriminatory evaluation
Zero-Reject
Six basic principles of IDEA
Share the impact you think they will have on you as a teacher.
Share why they are important with a partner
Write them down on a piece of paper
What are the six principles of IDEA
Court Rulings:Landmark Case- All IDEA principles but primarily DUE PROCESS PARC vs. Pennsylvania (1971) Parent of an institutionalized child 12 year old child transferred to another institution without notifying parents Due process procedures resulted from this case State cannot deny education to children with mental retardation Consent required Did not become case law
Comes into effect District is found justified in removing a child from regular education.
If placement cannot be satisfactory achieved in regular classroom, consider whether the proposed special education pavement will provide opportunities
Second Prong: Ask if the school district has included the child to the maximum extent possible in the regular classroom.
What are the costs supplementary aides and services (Holland case (1992))
3. Possible negative effect of inclusion of child for the education of other student in class.
2. Evaluate the academic and nonacademic benefits available to the child in regular classroom with supplemental aides and services as compared to benefits from special ed classrooms.
1. Has the district made reasonable efforts to accommodate the child?
Three factors to consider under first pong:
First Prong: Whether the child's placement in regular education environment can be satisfactorily achieved with supplementary aides or services.
Gave two prongs for determining LRE
Other cases used with Daniel as precedent for LRE: Lanchman, Ronker, and Holland
Daniel RR v. Texas State Board of Education (1988)
Landmark Case- Definition of LRE
IDEA principals defined by court rulings
Basis to build disability activism
Over turned "separate but equal" (Plessey v. Ferguson)
No Federal constitutional right to an education
Entry of Federal Government into public education
Based on the 14th Amendment- equal protection under law
Brown vs. Board of Education
Landmark case- Zero reject
Individuals with Disabilities Education Act
Two-year statute of limitations on parents ho need to file a complaint.
School will have more freedom to remove disruptive students.
Special education teachers mush be "highly qualified"
LD eligibility changed
reductions in paperwork (3yr IEP)
Commits the Federal Government to pay 40% instead of 19%
IDEA revised again in 2004
Expand to include regular education Special Education teacher
Parents as members of MDT emphasized
More accountability
Revised again in 1997
Transition plans required
New categories Autism and TBI
More appropriate terminology
Revised the 1986 law to become IDEA (1990)
Education of all Handicapped Children Act (1975)
Required case manager.
Introduced a new plan for children through 3 called an Individual Family Service Plan (IFSP)
Extended services down to birth up to 21 years
Revised in 1986 (99-457)
Introduced the IEP; Assessment must not be discriminatory.
Informed consent and LRE required
Regulated the decision process (fair & appropriate)
Guaranteed special education services
It defines the disabilities.
Applies to students with educational disabilities
Called 94-142; funded mandate
Section 504 of the Rehab Act (1973)
Most of this law was incorporated into 94-142 and later revisions.
Requires an accommodation plan
Most often applied in the school for students with ADHD, severe allergies, or other disabilities requiring accommodations that are not necessarily educational.
Applies to all people, not just students with educational disabilities.
Called "504"
Law and Administrative
Funding of mandates
District interpretation and policy
Interpretation and creation of administrative code by State Department of Education
Public review and then approval state congressional review and passage of law.
Interpretation by U.S Department of Education and the creation of administrative code.
Law and code creation
Congressional Process: Creation of Law Proposals and hearings;
Presidential signature
House of Representative
House committee
Senate
Senate committee
Congressional review; passage of code by both houses
Bill proposal and committee work
Types of law that impact Special Education
Legal ruling the result of law suits (e.g., Brown v. Board of Education
Case
Regulations added to statutory laws
Regulatory
Laws made by congress
Statutory
RECENT HISTORY
Deinstitutionalization
Many remain homeless today
Shelters and community facilities
Put out on the street
Group homes
Care for and process vaned from state to state
Driven by law suits
The rise of Instutions
Invisibility and abandonment.
Lead to worsening conditions, as they were seen as causing the degradation of society.
Protecting other from them
Protecting them from others
Asylums
created to train or correct ("cure") problems.
Trained schools
Blind and deaf-boarding school
Separtaiton into groups:
Before the rise of Instututions 1800-1950
Reflected negatively on the family
Carting the disabled to neighboring towns; "warned out."
Placed in poor house or abandoned
Locked up at home
Agrarian Society
Difficult to care for them
Accommodations for students with communication disorders
Understanding language problems
Understanding speech problems
Home and Hospital Settings
Residential Facilities
Separate Classes
Resource Programs
Regular (General Eduaction) Classes
Transition Plan
Strategies for evaluations
Date of initiation and frequency and duration of service and anticipated modifications
Behavior intervention plan
Services and modifications needed
Extent of participation in general education
Annual goals and short-term objectives
Present level of performance
Additional Reviews
Annual review
Components of Assessment
Parents' Rights
Response to Intervention
Intervention Assistance Team
Reflect on your understanding of and response to the student
Document the unmet need
Try simple interventinos
Contact colleagues
Contact the parents
Do you discover that you cannot find a pattern?
Is the student's learning or behavior significantly different from that of classmates?
Are the unmet needs becoming more serious at time pases?
Is there a chronic pattern negatively affecting learning?
What are special examples of unment needs?
Other Specialists
Admistrators
Social Workers
Speech/Language Therapist
Counselors
School Phycologists
3. Students with low-incidence disabilities need the same type of attention from you that other students do.
2. Most students with low-incidence disabilities have received some type of special education service for most of their lives.
1. Students with low-incidence disabilities together make up less than 20%
Zero Reject/ Child Find
A child cannot be turned away from getting an education just because they have a disability. A school district has the responsibility to appropriately educate the child.
Due Process
Informal and formal procedures need to be followed when there is any dispute about the students eligibility for special education, educational placement, or services that a child may receive.
Nondiscriminatory Evaluations
Instruments that are used to assess children should not discriminate on the basis of race, culture, or disability.
Individual Education
Assessments that are given to children with disabilities. Teachers are then able to use these assessments to tailor the material to the child.
Least Restrictive Environment
Children with disabilities are able to be in classrooms with other peers that don't have disabilities. They are able to get the same education experience as them.
Free Appropriate Public Education FAPE
Student have the opportunity to attend public schools, they are able to receive an education that is tailored to their needs specifically.
Supplementary Aids and Services
Children with disabilities are given the opportunity to be in a class with all of their peers. In these classrooms teachers and staff with make accommodations and modifications that are made to ensure that the child is safe and comfortable.
Related Services
Children will receive assistance that is beyond their academic instructions, these services may be, speech and language therapy, physical therapy, counseling, adapted physical education. These are services that teachers in class cannot give the children help with.
Special Designed Instruction
This is tailored to students and hold documents to help teachers, teach children better. These files are very important they tell teachers a lot about the child and their habits.
Spirit of Entitlement
"In the authority of the Holy Apostleship, I now raise a voice of warning, and I make a solemn promise. If the day ever were to come that intellectual arrogance, a lack of appreciation, and a Spirit of demanding entitlement, take root on this campus among the students, the faculty, the employees, the administration, or the community of Rexburg, then in that day the Spirit of Ricks will well be on the way to being extinguished."
Be Good and Live the Commandments
"People who do what is right have integrity. They do what they say they will do. They live the standards. They have committed to live, and are firm in keeping the covenants they have made."
Restored to Perfect Frame
"That day of healing will come. Bodies which are deformed and minds that are warped will be made perfect. In the meantime, we must look after those who wait by the pool of Bethesda."
No Room for Guilt
"The idea that all suffering is somehow the direct result of sin has been taught since ancient times. It is false doctrine. That notion was even accepted by some of the early disciples until the Lord corrected them."
Some are Lost because they are weary.
"The prophet Isaiah proclaimed that the Lord “giveth power to the faint; and to them that have no might he increaseth strength.”"
True Disciples of Jesus Christ have always been concerned for the one.
"We are commanded to seek out those who are lost. We are to be our brother’s keeper. We cannot neglect this commission given by our Savior. We must be concerned for the one."
Showing support to everyone
“We’ve been overwhelmed by support. We’re not Mormon, but the local ward here has been all over us with meals and help and words of comfort. It’s been a total outpouring of love, and we appreciate it”
The parable of the Good Samaritan
"There was considerable antipathy between the Jews and the Samaritans at the time of Christ. Under normal circumstances, these two groups avoided association with each other. It would still be a good, instructive parable if the man who fell among thieves had been rescued by a brother Jew."
