Adapted from PaTTan Are those student with disabilities who comprise about 1 2 % of all students; and, Are most often are assessed via the PASA, rather than the PSSA; and, May include students who have intellectual disabilities and/or may need life skills support, multiple disabilities support, autistic support or physical support; and, May require augmentative communication systems and assistive technology in order to access, participate and progress in learning. 2 Adapted from: NCSC GSEG3 4 5 Pre- symbolic Emerging Symbolic Words Symbols Pictures Picture symbols Tactile symbols Objects Sounds Eye Gaze Purposeful movement Words / Symbols / Pictures Verbal or written words, signs, Braille, or language-based augmentative systems Requests, initiates, and responds to questions, describe things or events, and express refusal. Tactile Symbols / Objects / Picture Symbols Beginning to use symbols for communication with limited vocabulary; Uses intentional communication, but not at a symbolic language level; Uses understandable communication through such modes as gestures, pictures, objects/textures, pointing, etc., to clearly express a variety of intentions. Objects / Pictures / Words Communicates primarily through cries, facial expressions, change in muscle tone but no clear use of objects/textures, regularized gestures, pictures, signs, etc., to communicate; and/or Alerts to sensory input from another person but requires actual physical assistance to follow simple directions; and/or Response to sensory stimuli is unclear. Adapted from: NCSC GSEG7 educational decisions ought to be based on assumptions, which if incorrect will have the least dangerous effectwe should assume that poor performance is due to instructional inadequacy rather than to student deficits Anne Donnellan Ph.D University of San Diego Viewing students through the lens of a disability label may increase the likelihood of misjudging capabilities and barring some students from opportunities to learn what other students their age are learning (Jorgensen, McSheehan & Sonnenmeier, 2007) 9 Presume Competence Viewing students through the lens of abilities will increase the likelihood of nurturing individual talents and providing all students the opportunities to learn what other students their age are learning (adapted from Jorgensen, McSheehan & Sonnenmeier, 2007) 10 Considerations for Instructional Design 11 1970sDevelopmental Model 1980sFunctional, Life Skills Model 1990sSocial Inclusion Focus Self Determination Focus Assistive Technology 1997 to present: Access and Participation in General Education Curriculum Digitally Accessible Materials The IEP team must determine how a student with complex support needs will be provided access to the general curriculum regardless of the setting(s) in which the instruction is delivered. 13 Special considerations Will the student need Assistive Technology to actively participate in the instructional process? Access to the general curriculum Grade Level Instructional Level Supplementary aids and services Specially designed instruction Measureable Annual Goals What are the priorities for instruction? Standards-Aligned Student-Specific 14 Participation in Statewide Assessment In what assessment will the student participate? Are accommodations needed for the student to demonstrate what they know and are able to do? Supports for School Personnel What training, coaching, and/or collaboration is needed to help the team? Least Restrictive Environment With the support of supplementary aids and services, where can the student receive benefit from this IEP? 15