Students with special needs other than disabilities

I dont fit into the IDEA categories

Autism, Deaf, Deaf-Blind, Dev. Delay, Emotional Dist., Hearing Impared, Intellectual Dis., Multiple Dis., Orthopedic, Other Health Imp.. Specific Learning Dis., Speech/Lang., Traumatic Brain Injury, Visual Imp.,

I do not fall in the IDEA categories for disabilities, But I still need Instructional Focus

INCLUDE:

indentify

note needs

check for areas of success

look for problems

use information to brainstrom

DIFFERNTIATE INSTRUCTION

Evaluate

Section 504

any condition that substantially limits a major life activity

does not provide funds to carry out requirements

responsibility fall on the general ed teacher

Regulations are similar to IDEA

must be screened using RTI

MDT

determine eligibility for service

create a plan

Accomodations

Individualized

level the playing field for learning

Examples

seat student nearest to where teacher leads most instruction

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ADHD

provide clues indicating beginning and ending times for instruction or assignments

establish home/school communication

fold assignments in half to keep from being overwhelmed

make directions, expectations and repremands consise and clear

free from distracting items

pace instruction with more variety and change over

practice tests

multiple sets of text books to ease burden of remembering

occasional rest periods

opportunities to take medication

exemption from certain physical activity

provisions to make up work

frequent bathroom breaks

permission to postpone highstakes tests when blood glucose is low

record lessons so learner can hear them again

testing in separate, quiet location

test is read aloud

access to T2S software

Visual organizers

high levels of participation

draw on interests

work with peers

Curriculum compacting

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eliminate goals already met. time is used to pursue special interest, work with a mentor, study topic at a deeper level

acceleration and enrichment

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accelerated:skip a grade or complete two grade standards in a single year.enrichment:provide information, materials, and assignments that enable them to elaborate on concepts being presented as part of the standard curriculum; requiring high levels of thinking.

differentiated instruction

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mulitple ways to reach their potential

individualized interventions

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special circumstances - poverty, nondominant cultures, disabilites.find mentors with similar backgrounds to show positive outcomes are possible; use technologyProvide:flexible peer and social groupings assist with successful transitionspromote empowerment and autonomy (rewards, choice)improve learning environment (community)

more choiceregarding assignments

offering ways other than reading to aquire information

arrange for peer tutoring in struggling area

student-centered learning

small group peer interactions

segmenting and blending

association between written and sounds

build reading fluency

teach vocab

enhance oral language

multicultural education

bilingual education programs

set high expectations

establish peers as teaching partners

collaborate with professionals

support family involvement

Who gets the 504?

Chronic Health or Medical problems

ex: asthma, severe allergies, diabetes

Students with Learning Problems

significant learning problems, but no determined to have a learning disability according to state criteria

Example: Dyslexia

Affects school success

ADHD

inattentive

carless mistakes

easily distracted

seems not to listen

lacks detail

fails to finish tasks

difficulty organizing

avoids tasks that require sustained attention

loses things

forgetful

hyperactive

fidgety

unable to stay seated

restless/climbing

difficulty keeping friends

talking excessively

prone to temper tantrums

bossy

defiant

impulsivity

blurt out answers

difficulty awaiting turn

interrupting

acting before thinking

viewed as immature

failing to read directions

Gifted

1988 Jacob Javits Gifted and Talented Students Education Act

Federal legislation does not require specific services- determined by state and city

6%

Academics and talent

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extraordinary knowledge because of sustained curiousitykeen memoryhigh consentration abilitywide variety of interestshigh levels of language development & verbal abilityabilty to generate original ideas'high comprehension skillsstrong conceptual frameworksskilles problem solvers because of ability to pick out relevant information

problems

un-nurtured talent

can be unpopular or well liked

show off

sensitive to others feelings

behavior issues

model students or problem child

Culturally Diverse Students

often lack role models

differnet teaching approches needed

RTI

cultural values differ

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Asian and Hispanic cultures: cooperative rather than competitive environmentsNative American: individual response rather than whole group response and share.

At Risk

poverty

abuse

live with drug abusers

Subtopic

As a teacher I should:

UBD

multisensory presentation

mutiple means of action and expression

multiple means of engagement

More about ADHD

inability to regulate attention

Working memory

ability to remember what tasks are to be done and how much time to do it

self-directed speech

silent self-talk that manages complex tasks

Control of emotions and motivation

ability to calm oneself

Reconstitution

ability to transfer skills

Common Characteristics

Inat

Risks

Social Emotional

conflicts with parents and teachers

disruptive

to classmates

outbursts

problems with authority

depression

low self esteem

difficulty making fiends

problem areas

math

fast computation

Medication and other cautions

do not blame parents

do not condone inappropriate behavior

Meds

Concerta

Ritalin

Focalin

Dexedrine

Adderall

Tofranil and Norpramin

Catapress

Straterra