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SPECIAL NEEDS STUDENTS IN THE CLASSROOMELIZABETH GALAN

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TABLE OF CONTENTS

Specific Learning Disabilities 3-4

Speech and Language Impairment 5-6

Hearing Impairment 7-8

Autism/ASD 9-11

Attention Deficit Hyperactive Disorder (ADHD) 12-13

Emotional Impairment 14-15

Visual Impairment 16-17

Physical and Other Health Impairment 18-19

Cognitive Impairment 20-21

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Specific Learning Disability : a disorder in one or more of the four basic psychological processes involved in understanding or in using language, spoken or written, which may manifest itself in an imperfect ability to listen, think, speak, read, write, spell or do math.

DIFFERENTIATED INSTRUCTION is an instructional theory that allows teachers to take diverse student factors into account when planning and delivering instruction. Students learn best when they can make connections between curriculum and their interests/experiences. Differentiated instruction allows teachers to structure the learning environments to address the variety of learning styles, interests, and abilities found within the classroom.

1. Get to know the students. Identify their ability level and administer a learning style inventory to determine how your students learn best. Also take some time to determine their interests.

2. Identify areas of the curriculum that could be adapted to differentiated instruction. Look at the instructional goals and objectives and identify the major concepts and skills students should learn. Decide on a concept/skill that can be taught at different degrees of complexity. Brainstorm ideas for activities, tasks, and assessments that address that concept/skill. The ideas should cover a range of learning preferences, abilities, and interests.

3. Brainstorm varied instructional delivery methods. These can include auditory, visual, and kinesthetic learning methods. Instruction can be differentiated based on the content of instruction, the processes/techniques used to make sense of a given topic, and the products produced to demonstrate their learning.

4. Find a strategy that works for your classroom. Some ideas include using a variety of delivery methods, breaking assignments into smaller, more manageable parts, choose broad concepts that can be understood at various levels of complexity, establish stations for inquiry-based independent learning activities, use flexible grouping to group and regroup students based on different factors, use performance based and open-ended assessment, and offer students a choice of projects that reflect a variety of learning styles and interests.

Materials: The materials needed vary depending on the instructional method chosen. A classroom or location which allows for different group activities is necessary. Depending on the method chosen to incorporate in a classroom, materials can range from visual/graphic organizer, models, different table stations, etc. All these materials would help allow for differentiated instruction in the classroom.

CLASSROOM ACCOMMODATIONS/MODIFICATIONS are strategies that teachers can use to help students gain access to the general education curriculum. Accommodations are teaching supports and adjustments made for students but do not change the curriculum content or grade level expectation. The student completes that same material as the other students but has changes to timing, format, setting, scheduling, response, or presentation. Modifications are adjustments made to an assignment or test that changes the standard or what the test/assignment measures. There are many types of accommodations and modifications that can be made for students.

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1. Identify the dominant learning style of the student. Find their strengths and weaknesses and use those to decide which accommodations/modifications would work best for the student.

2. Create a “Toolkit” of accommodations/modifications that you can use with struggling students. Items can include index cards, sticky notes, highlighters, etc. Using the materials, create a description of how you would use each item for an accommodations/modification for students in the classroom.

3. Decide on some accommodations/modifications to try with the student. You can choose one or more from your toolkit. Preferential seating, copy of the notes, or other accommodation can also be used.

4. After implementing the accommodation/modification for the student routinely, decide if the accommodation/modification worked for the student. If it worked and the student is succeeding in the classroom, continue to use that particular strategy. If it did not work, try a different strategy until you find one that works for that student.

Materials: Materials needed to implement accommodations/modifications are many. You may need a copy machine to make copies of the notes for the student. Also, to create the toolkit of materials, teachers may need glue sticks, markers, highlighters, page flags, sticky notes, index cards, fidgets, sharpies, poster board, etc. Any type of school supply that is regularly used in the classroom can somehow be turned into an accommodation for a student. For example, highlighters can be used to emphasize the important steps in an assignment for a student.

References & Resources:

Teaching Today Glencoe: http://www.glencoe.com/sec/teachingtoday/subject/di_meeting.phtml

Accessible Instructional Materials: http://aim.cast.org/learn/historyarchive/backgroundpapers/differentiated_instruction_udl#.UpD-EsSTiAw

Special Education Resources: http://www.paulabliss.com/accommdate-strategies.htm

Implementing Accommodations/Modifications Effectively: http://www.thearcoftexas.org/site/DocServer/Woodiel_Thursday_Implementing_Accommodations__Modificati.pdf

Smart Kids Learning Disabilities: http://www.smartkidswithld.org/guide-to-action/educational-planning/examples-of-accommodations-and-modifications

Turnbull, R., Turnbull, A., & Wehmeyer, M. (2006). Exceptional Lives: Special Education in Today’s Schools (6th ed). New Jersey: Merrill Prentice Hall.

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Speech and Language Impairments : a communication disorder, such as stuttering, impaired articulation, and language impairment, which adversely affects educational functioning.

FACILITATIVE LANGUAGE STRATEGIES were developed, researched, and refined in the Language Acquisition Preschool at the University of Kansas. This strategy does not require pull out therapy so there is no individual therapy. Facilitative language uses the knowledge that language intervention is best when provided in a meaningful context, begins with the child, and is learned through interaction. The facilitative language strategies can be used in any context and provide natural teaching and learning opportunities. The different strategies of facilitative languages are focused contrast, modeling, event casts, open questions, expansions, recasts, and redirect/prompted initiations.

Open Questions: These are questions that have a variety of possible answers. Asking students these questions will encourage them to speak and say more than just yes/no to answer the question. An example of an open question may be “What do you think happens next?”

1. Know the child’s goals and objectives. It’s important to know what improvements/ goals we want the student to make.

2. View every interaction as an opportunity to use the strategies. They all help the child improve their language abilities. If the child needs something ask them open ended questions. If the child is working on something, ask them questions. Use the strategy in every interaction with the child.

3. Identify which strategies can be used during specific activities while planning lessons. Figure out where you can incorporate these techniques in the lesson/activity.

4. Use the strategies identified before, during, and after the activity/lesson.5. Document the child’s response. Record whether that strategy worked during the

acitivity/lesson.

Materials: There are no materials needed to implement this strategy. This strategy focuses on speech and language so they teacher would be helping the child by talking and speaking.

AUGMENTATIVE AND ALTERNATIVE COMMUNICATION (AAC) is different forms of communication available other than oral speech. These different modes of communication are used to express thoughts, needs, wants, and ideas. Augmentative aids such as picture/symbol communication boards and electronic devices are available to help people express themselves.

Aided Communication Systems: requires the use of tools or equipment in addition to the user’s body. These systems are used to enhance communication of students with speech and language disorders.

1. Decide on the type of system you want to use and include IEP team members in the task of integrating a student’s AAC system into a given curriculum.

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2. Begin with identifying the child’s academic and communication levels and student’s goals. The team must identify when the academic goals take priority over the communication goal or vice versa since these will overlap at times.

3. Use a visual mapping tool to plan how and when a student will use the communication system. Identify the student’s daily classroom activities along with the communication strategies that will be provided during each activity. You may decide the student cannot use the AAC system during an activity but will always use it during another.

4. Continue to work with the speech pathologist to find out what is right for the student in the classroom.

Materials: To implement AAC in the classrooms, some type of communication system is necessary if implementing the aided communication systems. Teachers may also use signs and symbols to display in the classroom. They may use tangible symbols, representational symbols, posters, bulletin boards, or computers. All these work as some sort of communication system to have in the classroom to aid language and speech disorder students.

References and Resources:

Turnbull, R., Turnbull, A., & Wehmeyer, M. (2006). Exceptional Lives: Special Education in Today’s Schools (6th ed). New Jersey: Merrill Prentice Hall.

Language and Facilitative Approach to Teaching: http://www.allvoices.com/contributed-news/12289795-language-and-facilitative-approach-to-teaching

Integrating AAC into the Classsroom: http://www.asha.org/Publications/leader/2004/040921/f040921b.htm

ASHA: http://www.asha.org/public/speech/disorders/AAC/

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Hearing Impairments : a hearing loss whether permanent or fluctuating, which adversely affects a child’s educational performance, including deafness

UNIVERSAL DESIGN FOR LEARNING (UDL) was conceived by researchers t the Center for Applied Special Technologies in the late 1980s. The UDL framework values diversity through proactive design of an inclusive curriculum, eliminating and reducing barriers to academic success. According to the three UDL principles, each area of the curriculum should provide multiple, varied, and flexible options for representation, expression, and engagement.

Semantic Mapping: This strategy builds on a student’s prior knowledge. Semantic maps are diagrams that show connections between different categories of a topic. Providing visual aids such as the semantic mapping during instruction is beneficial to those with hearing loss as vision is their primary means of receiving information.

1. Write the new word to be learned in a circle in the middle of the white board.2. In the brainstorming session, have students think of as many words as they can that relate to

the new word.3. As the students give their words, write them on the board. Then have students categorize the

different words by asking questions. Label the categories and have students group their words into categories.

4. Pace the instruction and pause for interpretation for students with hearing impairments.

Materials: The only materials for this strategy would be a white board and dry erase markers which almost every classroom has!

SCAFFOLDING provides students with learning problems a teacher supported transition from primarily seeing/hearing the teacher demonstrate and model a particular skill to performing it independently. The teacher modeling fades as the students demonstrate their acquisition of the skill. Students with hearing impairments can benefit from this strategy because teacher modeling and support continues until the student has grasped the concept and demonstrates that they have acquired the skill. Therefore, they continue to receive the instruction they need until they understand the concept.

1. Begin scaffolding after you have first directly described and modeled the skill at least three times.

2. Perform the skill/learning task while asking questions aloud and answering them aloud. Choose one or two places during the problem solving process to question your students.

3. Provide immediate and specific feedback as well as positive reinforcement with each student response.

4. Praise students who answer incorrectly for their risk-taking and effort while also describing and modeling the correct response. When students answer correctly, provide positive reinforcement by specifically stating what they did correctly.

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5. As students demonstrate success in responding to questions, ask for an increased number of student responses with the next example.

6. When students demonstrate increased competence, continue to fade your direction, prompting students to complete more and more of the problem solving process on their own. Eventually, you only ask questions and your students provide all the answers.

7. When you are confident students understand the process, invite them to actively problem-solve with you.

8. Let student’s accuracy of responses and student’s nonverbal behavior guide your decision about when to continue fading your direction.

Materials: No special materials are needed for this practice.

References and Resources:

ASHA UDL: http://www.asha.org/Publications/leader/2011/110830/Universal-Design-for-Learning--Meeting-the-Needs-of-All-Students/

Semantic Mapping: http://powerupwhatworks.com/strategy-guide/semantic-mapping

Turnbull, R., Turnbull, A., & Wehmeyer, M. (2006). Exceptional Lives: Special Education in Today’s Schools (6th ed). New Jersey: Merrill Prentice Hall.

Classroom Interpreting: http://www.classroominterpreting.org/Interpreters/children/Interpreting/scaffolding.asp

Scaffolding Instruction: http://fcit.usf.edu/mathvids/strategies/si.html

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Autism-ASD: a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age 3, that adversely affects educational performance.

TEACCH or treatment and education of autistic and communication handicapped children is a special education program used by many public school systems today. Although it can be implemented in any school setting, it is usually put into practice in special education settings that are self-contained. Developed by psychologist Eric Schopler in the early 1970s, it uses structured teaching, which emphasizes a highly structured and predictable classroom environment. TEACCH also emphasizes visual learning, which is often a strength of people with autism. The goal in creating a structured environment is that kids can predict activities and respond appropriately. Using TEACCH in the classroom maximizes student independence. A visual schedule is one component of the TEACCH program that can be used in the classroom.

Visual Schedules:

1. Teachers display an overall classroom/environment schedule that indicates staff and learner assignments and ensure that the classroom work areas are visually labeled with matching schedule and clearly marked.

2. Teachers conduct an individualized assessment of the learner’s comprehension level, attention span, and sequencing abilities to select the appropriate form of representation, an appropriate schedule length and presentation format, an appropriate method of using the schedule, and an appropriate location of the schedule.

3. Teachers find an appropriate method to initiate transition from one activity to the next. Options may be a visual transition cue, verbal transition cue, times or color codes written on the schedule cards, or a bell.

4. The individual learner’s schedule use should be consistent throughout the day so the student can learn to use the visual schedule. Once the student learns the visual schedule and this becomes a routine, less and less teacher assistance will be needed to move around to the areas.

Materials: The location should be consistent when applying the TEACCH strategy in the classroom. The students need structure and consistency in order to develop a routine. Materials needed to implement TEACCH may include photographs, drawings, objects, or whatever you use for the representation form. The teacher should create the schedule cards with the pictures and may also choose some way to represent the transition time on the cards as well if needed. A timer or something to initiate transition to the next activity is also needed.

SCHOOLWIDE POSITIVE BEHAVIOR SUPPORT (SWPBS) is a systems-level method for improving social and learning outcomes for students. It elicits appropriate behavior and contributes to academic, social, and communication outcomes throughout a school. SWPBS rearranged school environments and changes school systems to discourage students from engaging in problem behaviors. There are three levels of intervention: universal support, group support, and

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individualized support. SWPBS eliminates challenging behavior and replaces it with prosocial skills. Problem behavior continues to occur because it is consistently followed by the child getting something positive or escaping something negative. By focusing on the contexts and outcomes of the behavior, the reasons for the behavior can be determined and avoided. Functional behavior assessment (FBA) is a process used to develop an understanding of a child’s problem behavior.

Functional Behavior Assessment:

1. Observations of the student should be taken. Describe the child’s behavior at any given moment – what the behavior looks like, how often it occurs, the length is lasts, and the intensity. The behavior can be observed anecdotally or systematically.

a. Anecdotal behavior observations are informal. There is no specific type of measurement procedure used to document the behavior. Teachers may take notes on performance, chart records of behavior across activities/routines, or parent recollections of child’s behavior.

b. Systematic behavior observations are structured and controlled. A trained observer is asked to sit in the same room and watch the child or videotape the child’s behavior.

2. Observe antecedents. Look at the conditions that immediately come before the occurrence of the child’s behavior. It may be a specific time of day, the setting, people, or an activity.

3. Observe Consequences. Look at the events that immediately follow the behavior. It may include the child getting something positive (adult attention) or escaping something negative (doesn’t have to do work).

4. Collect data on setting events (ecological events or conditions) that increase the likelihood of the challenging behavior. Looking at these can help teachers understand what events are likely to cause the unwanted behavior and avoid these.

5. Use Antecedent-Behavior-Consequence (ABC) to analyze and determine patterns in the occurrence of the antecedents, behaviors, and consequences. Most often, these are related to the problem behavior. Use ABC to develop a hypothesis about the child’s challenging behavior. Look for patterns that consistently occur when the child demonstrates the challenging behavior.

6. Once the function or purpose for the challenging behavior is identified, it is then possible to design interventions directly targeting the underlying reason for why it occurs. Try avoiding the antecedent or changing the consequence usually given.

Materials: The materials needed for SWPBS are not many. You need a team or group of people who can observe student behavior. Each teacher might do this individually in their classrooms. A video camera or notebook is needed for taking notes/observations on the student. Take the observations and hypothesis to the team/group of the school and decide on a hypothesis for why the challenging behavior happens. Other materials might be needed to design interventions targeting the reason why the behavior occurs-This depends on the behavior found.

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References and resources:

Autism Speaks: http://www.autismspeaks.org

Guide to Autism Spectrum Disorders: http://www.autismweb.com/teacch.htm

Autism Learn Activities: http://www.autismlearn101.com

Autism Community: http://www.autism-community.com

Implementation Checklist for Visual Schedules: http://www.pps.k12.or.us/files/special-education/Implementation_Checklist.pdf

Positive Behavioral Interventions and Supports: http://www.pbis.org/implementation/implementers_blueprint.aspx

NASP Resources: http://www.nasponline.org/resources/factsheets/pbs_fs.aspx

Technical Assistance Center on Social Emotional Intervention: http://www.challengingbehavior.org/explore/pbs/step3_function.htm

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ADHD : Conditions that require ongoing medical attention, chronic or acute, that limit strength, vitality and *alertness and adversely affect education. Includes a heightened awareness to environmental stimuli, which results in limited alertness (ADHD)

MNEMONICS have been used for many years for understanding steps or sequence to tasks or for memorization. A mnemonic device is most often a word or phrase that helps you remember a list, a concept, or the order of something. These can be helpful for students with ADHD who have trouble concentrating and paying attention. Using mnemonic devices can help them remember the order or concept they may have trouble remembering. The mnemonic FAN BOYS helps students remember the seven conjunctions that are frequently used in sentences.

FAN BOYS: Each letter in the mnemonic reminds the student of the seven conjunctions

For And Nor But Or Yet So

1. Teach the students the purpose of conjunctions and how to properly use them in a sentence.2. Practice combining simple sentences with conjunctions. 3. Give students the FAN BOYS mnemonic to help them remember what the seven conjunctions

are. 4. Practice it, post it, and remind students to use it regularly.

Materials: There are no materials needed for this strategy. It might be a good idea to post steps on a bulletin board, create a poster, or make a copy for student’s binders.

VIDEO SELF-MODELING is a procedure that involves observing oneself on videotape engaging in an adaptive behavior. Videos are edited to provide the visual image of the individual performing the desired skill. Only adaptive or desired behaviors are shown to the individual. This type of intervention is used to increase behavior and academic skills to students with disabilities.

1. Select a recording technology. Creating a self-modeling image begins by recording the image to be viewed by the student.

2. Create a self-modeling image. After you figure out how you will record the student performing the desired behavior, you film it. Two ways to have students perform the desired behavior is to have them role-play or imitate the desired behavior or if the desired behavior is occasionally performed, record the behavior when it does occur.

3. Have students view the video image and imitate or repeat the desired behavior. Students should view the video 6-10 times during a two-three week period either at school, home, or both. You

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should view the video with the student and the first few times point out some of the features of the behavior you want the student to attend to.

4. Record student progress in mastering the behavior. Assess student progress. Determine the best way to collect data based on the type of behavior you are teaching.

5. Use the video for occasional booster sessions. The video can be used to remind students how to perform the behavior you are targeting after more intensive intervention has been completed.

Materials: Materials required are a device to record the behavior and a device to view the student behavior.

References and Resources:

Helpful Mnemonic Devices: http://www.brighthubeducation.com/test-taking-tips/51293-list-of-mnemonic-devices-for-memorization-help/

Mnemonic Devices and ADHD: http://addstudent.com/2009/04/mnemonic-devices-and-adhd/

ADHD: http://www.adhdld.com/resources/social.shtml

Turnbull, R., Turnbull, A., & Wehmeyer, M. (2006). Exceptional Lives: Special Education in Today’s Schools (6th ed). New Jersey: Merrill Prentice Hall.

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Emotional Impairments : a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree, which adversely affects educational performance. Characteristics are learning, relationships, inappropriate behavior, mood, and physical symptoms.

CONFLICT RESOLUTION is a powerful curriculum force in schools and more attention is being paid to conflict resolution education. The purpose of conflict resolution is to provide an environment in which each learner can feel physically and psychologically free from threats and danger and can find opportunities to work and learn with others. Students with emotional impairments often have trouble making/keeping friends and lack social skills. Their inappropriate behavior affects their achievement which results in academic difficulty.

Mediation: Mediation strategies teach students conflict resolution through the use of a neutral party.

1. Bring together two students who have a conflict. Have them sit at a table facing one another, with you or another mediator at the head of the table. It can be useful to have another adult or a student serve as a mediator.

2. Open the session by introducing yourself and having the participating students introduce themselves.

3. Emphasize the confidentiality of the session and ensure that participants understand that outcomes must be discussed.

4. Emphasize active listening and turn taking.5. Characterize the process as a fact-finding process: getting information from both sides.6. Assist students to state issues in neutral terms by providing summaries and clarifications.7. Once both sides have been stated and summarized, identify and emphasize common interests

that will benefit from a solution to the conflict, and ask students to generate potential solutions.8. Help students expand, clarify, and decide upon an agreeable resolution.9. Write up the agreed-upon resolution and ask each student to sign it.

Materials: The materials needed for a mediation session are an empty room to hold the meeting and the students who are having a conflict.

APPLIED BEHAVIOR ANALYSIS (ABA) uses the principles of operant psychology to reduce problem behavior or increase positive behavior. ABA analyzes behavior and teaches the child different ways to respond to situations in a positive way. It rewards positive behavior and punishes negative behavior. ABA teaches children how to learn by focusing on developing skills in attending, imitation, receptive/expressive language, pre-academics, and self-help. One of the strategies of ABA is discrete trial teaching.

Discrete Trial Teaching: uses three elements – the discriminative stimulus, the response, and the reinforcing stimulus or consequence.

1. Present a discriminative stimulus (or cue). The discriminative stimulus is a specific event or environmental condition that elicits the response you want your student to give. The stimulus,

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such as an instruction or command to perform the task, controls the desired response when your student’s response is paired with a reinforcer that you provide.

2. Presentation of a prompting stimulus (if needed). If the student is learning a new concept, he/she may need a variety of prompts to exhibit correct response. A prompting stimulus is any stimulus that, when paired with the discriminative stimulus, increases the probability that the student will exhibit the correct response.

3. The response will occur. The response is the behavior your student performs when you present the discriminative stimulus. The response is the behavior you are trying to teach the student.

4. Presentation of a reinforcing stimulus (if appropriate). The reinforcing stimulus, or reinforce, is an event or action that follows your student’s response and increases the possibility that your student will exhibit that same response again.

Materials: There are no special materials needed for this strategy. The teacher needs to decide on the behavior you are trying to teach the child. You may need materials depending on the behavior you are teaching.

References and Resources:

Association for Conflict Resolution: http://www.acrnet.org/Default.aspx

Conflict Resolution Education: http://www.educationworld.com/a_curr/curr171.shtml

Turnbull, R., Turnbull, A., & Wehmeyer, M. (2006). Exceptional Lives: Special Education in Today’s Schools (6th ed). New Jersey: Merrill Prentice Hall.

Behavior Therapy for children with Emotional Disorders: http://www.kidsmentalhealth.org/behavioral-therapy-for-children-with-emotional-disorders/

Applied Behavioral Strategies: http://appliedbehavioralstrategies.com/what-is-aba.html

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Visual Impairments : Vision loss which, even with correction, adversely affects a child’s educational performance. The term includes children with blindness and partial vision.

ASSISTIVE TECHNOLOGY is specialist technology that enables someone with a disability to access information or mainstream technology independently. If you are blind or partially sighted some assistive technology you could use include: a magnifying device aiding you in reading, a Braille device, or a note taker to be used by someone with sight loss. There are many different types of assistive technology available to students with blindness or partial vision.

Reading Machines are optical character recognition (OCR) systems combined with speech synthesis (computer generated speech). They convert printed text to spoken language so the user can hear and see written words. The first reading machine for the blind was developed by Kurzweil Computer Products in 1975.

1. Implementation planning should be done first. This includes strategies for classroom integration, daily schedules, and procedures for using the assistive technology.

2. The user scans in printed documents using scanner. EX: Teacher can scan worksheets, handouts, or pages from reading book used in class that day.

3. The printed text is changed to electronic text. The text is displayed on the computer monitor. It can be customized for the student where the font size/style can be changed as well as the background and text color. The changes can help visually impaired students see the text better.

4. The electronic text is then read aloud by a built-in speech synthesizer. The speech can also be customized for the student’s needs. Changes can include speech rate, pitch, volume and highlighting of spoken text on the screen.

Materials: Teachers would need a reading machine to use in the classroom. These can cost anywhere from $2,000-4,000. SARA offers a scanning and reading appliance for $2,395.

COMPUTER ASSISTED READING INSTRUCTION (CAI) refers to instruction presented on a computer. Computer programs are interactive and can illustrate a concept through attractive animation, sound, and demonstration. They allow students to progress at their own pace and work individually. Computer-assisted instruction improves instruction for students with disabilities because students receive immediate feedback and do not continue to practice the wrong skills. Computers also capture students’ attention and the font size/style can usually be changed to accommodate the visually impaired learners.

1. Review the computer program or online activity/game to understand the context of the lessons and determine which one fits the needs of the student.

2. Determine how the program enhances instruction. Should it be a supplement to a lesson, an educational reward, or does it give basic skill practice?

3. Give students instructions on how to operate the program. Give directions that are specific enough that the student won’t be frustrated or confused about how to use it.

4. Allow the child to use the program either during class or in free time after instruction.

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Materials: To implement this strategy, teachers would need computer access either in their classroom or the school library. They would also need to find a program/online activity they want to use with the student. These programs may cost money depending on the program chosen.

References & Resources:

Overview of Assistive Technology: http://www.familyconnect.org/parentsite.aspx?FolderID=25&DocumentID=3893

Beginner’s Guide to Assistive Technology: http://www.rnib.org.uk/livingwithsightloss/computersphones/guides/Pages/access_tech.aspx#H2Heading3

Reading Machines for Students: http://www.greatschools.org/special-education/assistive-technology/921-research-trends-reading-machines-for-students-with-ld.gs

SARA products: http://www.freedomscientific.com/products/lv/sara-product-page.asp

Computer Assisted Instruction and Reading: http://www.readingrockets.org/article/4185/

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Physical and Other Health Impairments : Physical Disability- Acquired or congenital impairments of the body’s neurological or muscular

systems that affect basic movement functions and educational performance Other Health Impairment- Conditions that require ongoing medical attention, chronic or acute

that limit strength and vitality and adversely affect education

SELF-DETERMINATION LEARNING MODEL OF INSTRUCTION is an instructional model that teaches students to engage in self-regulated and self-directed learning. This strategy was derived from the Adaptability Instruction Model but is exapanded. It enables people to achieve goals that satisfy one’s self-defined needs and interests. The self-determination learning model has three phases with four questions in each phase. The model can be used in a wide range of content areas for students with disabilities and involves students by increasing opportunities to self-direct learning. Students identify the problem, identify potential solutions to the problem, identify barriers to solving the problem, and identify consequences of each solution. The steps are separated by the different phases and the four student questions students have to answer in each phase.

1. Phase 1 Problem: What is my goal?a. What do I want to learn?b. What do I know about it now?c. What must change for me to learn what I don’t know?d. What can I do to make this happen?

2. Phase 2 Problem: What is my plan?a. What can I do to learn what I don’t know?b. What could keep me from taking action?c. What can I do to remove these barriers?d. When will I take action?

3. Phase 3 Problems: What have I learned?a. What actions have I taken?b. What barriers have been removed?c. What has changed about what I don’t know?d. Do I know what I want to know?

Materials: The materials needed for this strategy are the questions students need to answer during their instruction.

SOCIAL STORIES describe a situation, skill, or concept in terms of relevant social cues, perspectives, and common responses in a specifically defined style and format. Social Stories were developed by Carol Gray of The Gray Center in 1991. The goal of social stories is to share accurate social information in a patient and reassuring manner that is easily understood by its audience. Social stories are specific to the person, addressing situations which are problematic for that individual. Social stories typically are comprised of three types of sentences: perspective, descriptive, and directive. Bipolar disorder is included in the POHI disorders and social stories can help those children adapt to new situations. Social stories can also be made for children with physical disabilities to

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adapt to new situations in the classroom or with their friends. You can either look for pre-made social stories or create your own to adapt it to the student’s needs. Below are the basic steps for creating a social story.

1. Create a list or outline of the steps or procedures the student needs work or reinforcement on.2. For each step of the process, develop a simple sentence to explain the step.3. Next to each step and sentence, utilize a picture to represent the action, either a generic image,

graphic, or an actual picture of the student performing that step.4. When the social story is complete, review it with the student daily before they perform that

routine, procedure, or activity.5. After the student learns the social story well, have them review it on their own before they

perform that routine, procedure, or activity.6. Read the story to the child each time before they perform the routine, procedure, or activity.7. You may slowly wean the student off the social story as they consistently perform the task

correctly.

Materials: To create a social story, the materials needed include paper, pencil or printer, and pictures.

References & Resources:

Bipolar Disorder: http://www.thebalancedmind.org/sites/default/files/edbrochure.pdf

PBIS Social Stories: http://www.pbisworld.com/tier-2/social-stories/

Using the Self-Determined Learning Model: http://www.nsttac.org/sites/default/files/assets/pdf/Using%20SDLMI.final.pdf

Self-Determination-Supporting Successful Transition: http://www.ncset.org/publications/viewdesc.asp?id=962

Beach Center: http://www.beachcenter.org/wisdom_based_action/the_self-determined_learning_model_of_instruction/default.aspx

Turnbull, R., Turnbull, A., & Wehmeyer, M. (2006). Exceptional Lives: Special Education in Today’s Schools (6th ed). New Jersey: Merrill Prentice Hall.

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Cognitive Impairments: (or Intellectual disability) means significantly subaverage intellectual functioning existing concurrently with deficits in adaptive behavior and manifest during the developmental period, which adversely affects a child’s educational performance.

PRELINGUISTIC MILIEU TEACHING (PMT) is an early intervention method involving one-on-one services for the child. It improves language acquisition outcomes for children with intellectual disability. This practice was developed by Yoder and Warren at the Vanderbilt University. The purpose is to build the first stage of communication which will lead to developmental milestones. PMT builds motivation and awareness of a communication partner. The advantages of PMT are that it is implemented in the child’s natural environment and it is based on the child’s preferences and interests. The technique is most effective when parents notice the changes in their child and reinforce growth and development at home.

1. Prompt the child to communicate. The trainer should convey through words or gestures an expectation that the child communicate or use communicative behavior to obtain a preferred object or engage in a preferred activity. EX: Ask “What do you want?” or provide a gesture to indicate a question or request.

2. Prompt the child to initiate. Provide a verbal prompt to the child to imitate a sign or a word. EX: “Say ball” when referencing a preferred activity. “Do this” while modeling the sign “more.”

3. Vocally imitate the child’s resultant vocalizations. When the child responds, the trainer provides an exact, reduced, or expanded imitation immediately after the child’s vocalization.

4. Comply with the child’s request. The child’s vocalization was a result of the prompts given by the trainer. After vocalization, the trainer complies with the intended or apparent request by the child and gives them the preferred object.

5. Recode the child’s communication act. When complying with the child’s request, recode or interpret the child’s communication in the form of a question or statement. EX: As the child is reaching for the ball, the trainer says, “Ball,” or “Do you want the ball?”

6. Acknowledge the child’s communicative act. In a reinforcing manner, tell the child she did what was required. EX: When the child receives the ball, say, “You asked for the ball!”

7. Talk to the child. Continue to talk to the child to continue the interaction and further reinforce the child. EX: “Good, you are playing with the ball.”

Materials: The only required materials for his practice are the objects or activities which interests the child. These objects/activities should be used when putting Prelinguistic Milieu Teaching into practice.

CLASS WIDE PEER TUTORING is a teaching strategy based on reciprocal peer tutoring and group reinforcement. CWPT has been researched and used since 1980. The primary goal of CWPT is to facilitate students’ achievement and mastery of classroom content. It incorporates a stimulus-response, error correction, tutoring technique, and game format. The strategy has seven basic operational components: multi-modality format, reciprocal and distributed practice, immediate error correction and feedback, game format, built-in reinforcement, high mastery levels, and measured outcomes.

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1. Clarify the specific objectives of the tutoring program, including both academic and social objectives when appropriate.

2. List objectives in a form that can be easily measured.3. Choose tutoring partners carefully. No firm conclusions can be drawn to direct tutoring choices

but several considerations should be taken into account. 4. Establish rules and procedures for the tutoring program. These rules should cover how students

are to interact with each other, and specify the type of interactions that are not acceptable. Procedures should specify the times and dates of tutoring, the materials to be used, and the specific activities to be undertaken.

5. Implement the tutoring program, monitor it carefully, and be consistent in enforcing the rules and procedures. Modify rules and procedures as necessary.

6. Evaluate the program frequently, and do not wait for the end of the program to determine whether it was effective. Collect information throughout the program and predict whether it will be successful. If progress is not being made, modify the program.

Materials: The materials needed are a list of the tutoring partners you are pairing together. Also, you need any materials relevant to your specific program and subject.

References and Resources:

Peer Tutoring: http://www.cldinternational.org/InfoSheets/PeerTutoring.asp

Classwide Peer Tutoring: http://www.specialconnections.ku.edu/?q=instruction/classwide_peer_tutoring

Milieu Therapy: http://childconnections.tripod.com/id13.html

The Building Blocks of Language in Early Childhood: http://merrill.ku.edu/IntheKnow/sciencearticles/PMTintervention.part4.html

Turnbull, R., Turnbull, A., & Wehmeyer, M. (2006). Exceptional Lives: Special Education in Today’s Schools (6th ed). New Jersey: Merrill Prentice Hall.