1. 1. Dennis Rogala, Speech PathologistIsela Trejo, General Education TeacherRaquel Lopez, Special Education TeacherAmelia Tsang, Social Worker
2. 2. Ethnicity4%45% 51%LatinoBlackOther82% 80%65%4%Total Enrollment: 636Average Class Size: 19Low Income: 93%English Learners: 9%With Disabilities: 23%Homeless: 4%PSAE Overall: 15%
3. 3. Principals of IDEA ExplainedZero Reject No students are excludedNondiscriminatory Evaluation Rules to determine disabilitiesAppropriate Education School must provide individual plan
4. 4. Least Restrictive Environment Place students with disabilities in the generalcurriculumProcedural Due Process Safeguards for students against schoolsParental and Student Participation Collaboration with parents and adolescents
5. 5. What is inclusion? IDEA definition: Each state must establishprocedures to assure that, to the maximum extendappropriate, children with disabilitiesare educatedwith children who are not disabled. Why is it important? Improves academic performance of students withdisabilities Improves social skill of students with disabilities
6. 6. Supplementary aids and services Home-School Placement Principal of Natural Proportions Restructuring Teaching and Learning Age- and Grade- Appropriate Placement Eliminating the continuum of Placements Increasing the Amount of Time in GeneralEducation Classroom.
7. 7. InclusionGeneral RecommendationsChecklist in order toensure students arebeing includedResponse to InterventionIntegratesassessment/interventionTo maximize studentachievementCan be used to IDstudents with specificlearning disabilitiesTiered InstructionUniversal Design forLearningSet of principles forcurriculum developmentthat give equalopportunities to learnBlueprint for creatinggoalsflexible
8. 8. Differentiated InstructionUsing SEEC Toolkit integrates UDL instructionalmethodsAccommodationschange that helps studentovercome/work around thedisabilityCultural Awareness Enhance self awareness implement culturallyresponsive instructionModificationa change in what is being taughtor expected from studentGeneralRecommendationsCont.
9. 9. CharacteristicsEmotionalBehavioralExternalizingBehavior InternalizingBehaviorCausesBiological CausesSchool FactorsFamily FactorsStatistics75% of highschool studentsidentified ashaving EBD aremale and 25% areAfrican AmericanThe prevalence ofEBD is higher forgirls duringadolescence
10. 10. IL Social Emotional Learning Goal #3 Demonstrate decision-making skills andresponsible behaviors in personal, school, andcommunity contexts.Conflict Resolution / Group Counseling Effective communication Anger management Taking anothers perspective
11. 11. EBDAcademicSuccessWraparoundApproachReverse-RoleTutoringConflictResolutionPrograms
12. 12. Characteristics Atypical LanguageDevelopment Atypical SocialDevelopment Repetitive Behavior Problem Behavior Sensory & MovementDisorders Differences inIntellectualFunctioningCauses Biomedical Causes Historical PerspectiveStatistics 1 out of 70 boys and1 out of 315 girls areidentified as havingASD Prevalence rates haveincreased in mostcountries African American andLatino students areless likely to haveASD compared toCaucasian students
13. 13. IL Social/Emotional Learning Goal # 2Use social-awareness and interpersonal skills to establish and maintainpositive relationshipsSocial Skills and TransitionSocial and language skills developmentPost-secondary planning and preparationAssistive TechnologyAge appropriateEducationalFunctional SkillsLanguage
14. 14. Know where the student standsacademically Keyword Strategies Mnemonic Devices
15. 15. IL Social Emotional Learning Goal #1Develop self-awareness and self-management skills toachieve school and life successLearning to Self-Advocate / Group CounselingDevelop a self-advocacy planRequest academic accommodationsLearn when and how to disclose informationUse written information to support advocacy goals
16. 16. CharacteristicsNeuromotorImpairmentsDegenerative DiseasesMusculoskeletalDisordersCausesCongenitalAnomalyDiseaseImpairments fromother disabilitiesStatisticsThe prevalence ofcerebral palsy is 3.6cases per thousandpeopleMore than half of youthwith cerebral palsyhave an intellectualdisability, 22-40% haveepilepsy, more than70% have low visualacuity, and 25% havebladder and bowelcontrol problems
17. 17. Physical DisabilityRecommendationsClassroomArrangementEasier accessAdaptive SwitchesAdaptive equipmentused for therapy orday-to-day livingindependenceBuddy SystemOther students,paraprofessionalsNote takersOr scribes to help withwriting
18. 18. ResourcesSchool counseling/ParaprofessionalCommunicationInvolvementAssistive TechnologyKeeping communication open between the student, parents, teachers, special educators,paraprofessionals, and any other important personnelAwarenessBeing aware of the needs of your students
19. 19. Autism Speaks. Autism Apps. Retrieved fromhttp://www.autismspeaks.org/autism-apps?tid_1=All&tid=All&tid_2=39821&keys=Bullis, M., & Cheney, D. (1999). Vocational and transition interventionsfor adolescents and young adults with emotional or behavior. Focus onExceptional Children 31(7), 1-24.Connecticut Parent Advocacy Center, Inc. (2013). Stepping Forward: ASelf-Advocacy Guide for Middle and High School Students. Retrievedfromhttp://www.ct.gov/brs/lib/brs/pdfs/guidepostdocs/steppingforward_color_interactive_14.pdfIllinois State Board of Education. Illinois Learning Standards:Social/Emotional Learning (SEL). Retrieved fromhttp://www.isbe.net/ils/social_emotional/ standards.htm
20. 20. Meyer, A. & Rose, D. H., & Gordon, D. (2002, December). SEEC: Supporting, Engagingand Enhancing Comprehension for Students in High School . Retrieved fromhttp://www.cast.org/teachingeverystudent/toolkits/tk_resources.cfm?tk_id=141Salend, S. J. (1999). The Impact of Inclusion on Students with and Without Disabilitiesand Their Educators. Remedial and special education, 20 (2), 114-126Southern Poverty Law Center. (2007). SPLC launches School to Prison Reform Projectto help at-risk children get special education services, avoid incarceration.Retrieved fromwww.splcenter.org/get-informed/news/splc-launches-school-to-prison-reform-project-to-help-at-risk-children-get-specialTorreno, S. (2012, June 6). An Educator's Guide to Teaching Students with PhysicalDisabilities. Retrieved from http://www.brighthubeducation.com/special-ed-physical-disabilities/Turnbull, A., Turnbull, R., Wehmeyer, M. L., & Shogren, K. A., (2013). ExceptionalLives: Special Education in Todays Schools. (7th Edition). Pearson.