April 24, 2015 MAER Conference Kathy SleeLaura HommingaSpecial Ed SupervisorCalhoun ISD.
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Transcript of April 24, 2015 MAER Conference Kathy SleeLaura HommingaSpecial Ed SupervisorCalhoun ISD.
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April 24, 2015
MAER Conference
Kathy Slee Laura Homminga
Special Ed Supervisor Special Ed Supervisor
Calhoun ISD Calhoun ISD
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Awareness of Eligibilities & the Effect on the Educational Setting
Educational Practices that best meet the needs of the Learner
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“Excellence in teaching is the single most powerful
influence on achievement.”- Hattie, J. (2003)
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Specific Learning Disability
Emotional Impairment
Cognitive Impairment
Speech and Language Impairment
Otherwise Health Impaired
Autism Spectrum Disorder
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Difficulty understanding the use of
language
May interfere with learning
May interfere with social adjustment
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• Unclear speech and/or stuttering
• Poor listening skills
• Slow vocabulary development
• Immature grammar
• Difficulties with conversation
• Quality of voice; unusual loudness
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• Must qualify in 1 or more of the 4 areas:
• Inability to build or maintain satisfactory
interpersonal relationships within the school
environment
• Inappropriate behaviors or feelings under
normal circumstances
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• General pervasive mood of unhappiness
or depression
• Tendency to develop physical symptoms
or fears associated with personal or
school problems
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Learn about the specific disability How it affects communication
Focus on student’s strengths and interests
Create opportunities for success
Consult with the Speech & Language PathologistCan give strategies, ways to adapt the curriculum, etc.
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Learn about the student’s specific EI eligibility.
Focus on student’s strengths
Remember they are kids first
Support inclusion by:
Take a break
Allow them to work alone
Ensure group work is meaningful
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• Set clear behavioral rules and expectations
• Provide Accommodations:
• Side effects of medication
• Behavioral unpredictability
• Impairments in concentration and memory
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Learn at a slower rate
Independence levels vary
Progress often measured with alternative assessments
Teaching ranges from:
Vocational skills
Daily living
Basic self-help skills
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Understanding what other people say or mean
Saying what they mean or how they feel
Understanding social cues
Learning and concentrating
Learning without practice
Reading and Writing
Acting their age
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Does not achieve adequately for age or to meet
State-approved standards when provided with
learning experiences and instruction that is
appropriate for age
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• In 1 or more of the following areas:
– Oral expression
– Listening comprehension
– Written expression
– Basic reading
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– Reading fluency
– Reading comprehension
– Math calculation
– Math problem-solving
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Emphasize the student’s strengths
Give positive feedback
Give multiple opportunities for practice
Break tasks into smaller steps
Give students additional time to complete a task
Give directions verbally and in writing
Teach organizational skills, study skills, & learning
strategies
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Reading difficulties
Have materials at their level
Use colored overlays
Use of technology
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Listening Comprehension difficulties
Borrow a copy of another student’s notes
Use of a tape recorder
Use of technology
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Writing difficulties
Use of a computer
Specialized software that spell checks
Grammar checks
Speech Recognition software
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Emphasize student’s strengths and interests
Create opportunities for success
Be a concrete as possible
Demonstrate what you mean
rather than giving verbal directions
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Use pictures/hands-on experiences
Break longer tasks into smaller steps
Give immediate feedback
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Teach life skills
daily living
social skills
occupational awareness/exploration
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Limited strength, vitality or alertness which adversely affect the student’s educational performance
May include: Asthma, ADD, ADHD, Epilepsy, etc.
Activity
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Lifelong developmental disability
Affects
Academic
Behavioral
Social
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Students may exhibit impairments in one or more of the following areas:
Reciprocal social interactions
Qualitative impairments in communication
Restricted range of interests/repetitive behavior
Unusual or inconsistent responses to sensory
stimuli
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Lack of use of nonverbal cues, such as:
Reading facial expressions
Body language
Lack of eye contact
Appropriate peer relationships
Having a shared interest with others
Reciprocal social interactions
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Delay in or lack of speech
Inability to engage in conversation
Inability to use or understand stereotypical or
idiosyncratic language
Qualitative impairments in communication
ASD continued…
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Stereotypical and restricted interests
Inflexible need for routines
Repetitive motor activity
Preoccupation with parts of objects
Restricted range of interests/repetitive behavior
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Unusual or inconsistent responses to sensory stimuli
Examples:Loud noisesTouchLightCrowdsTextureWeight
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ADHD
Post rules, schedules, and assignments
Model how to use
assignment book
daily schedule.
Teach study skills and learning strategies
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Help student channel physical activity
Provide step by step directions
Check for understanding
Allow student to work on a computer
Maintain high expectations
Allow for different ways of doing things.
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Give step-by-step directions
Verbally
Visually
physical supports
Give concrete and explicit directions & feedback
Give positive feedback
Give opportunities for practice
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Build opportunities for social interactions
Build opportunities for collaborative interactions
Have consistent routines and schedules
prepare students in advance for changes
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Awareness of Eligibilities & the Effect on the Educational Setting
Educational Practices that best meet the needs of the Learner
![Page 36: April 24, 2015 MAER Conference Kathy SleeLaura HommingaSpecial Ed SupervisorCalhoun ISD.](https://reader036.fdocuments.net/reader036/viewer/2022070412/56649e175503460f94b026d3/html5/thumbnails/36.jpg)
How might you change your educational practices to better meet the needs of your students?
Be prepared to share out
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PBIS – www.pbis.org
START - www.gvsu.edu/autismcenter/
Influences on Student Learning - http://growthmindseteaz.org/johnhattie.html
MARSE - http://downloads.microscribepub.com/michigan/marse_2013.pdf
NICHCY - http://nichcy.org/