Demonstrate the ability to expand student awareness of the environment and to elicit appropriate student responses reflecting environmental needs

Demonstrate the ability to expand student awareness of the environment and to elicit appropriate student responses reflecting environmental needs

SpEd 417/517

Course Objective:

SpEd 417/517

Course Objective:

Home living

Community

Vocational

School

Recreation/leisure

Life Domains

Domain (D)Environment (E) - Setting within specific domain areaSub-environment (SE) - Specific environment where activity occurs with detailed description of settingActivity (A) - typical activity that may occur in the sub-environmentSkills (S)- detailed analysis of skills required to fully participate (considering non-disabled person)

Ecological Inventory

Home Living Environment

D - Home livingE - Home

SE - Bedroom - Room kept at 70 degrees, lights off, TV on at pre-set time, glow and quiet sounds of TV, sound of birds outside, feeling of mattress/bedding on body, change of positions when turning and sitting up

A - Waking up for the dayS - Open eyes and stretchS - Turn over to side and pull covers downS - Push up body from side lying to sitting on edge of bedS - Reach down for clothesS - Get dressed

Home Living Inventory

Community Environment

D - CommunityE - Child’s kindergarten center

SE - Activity center - Bright lighting, competing visual stimuli from posters and equipment, sounds of other volunteers working, feel of utensils in hands, dryness of boxes and boxes, movement of arms and hands to grasp and place books

A - Setting up book fairS - Grasp boxes and open with a utensilS - Grasp books one at a time or in stacks and place on tableS - Stack books in pilesS - Fill up each table with stacks of booksS - Place sign for each category on stand and place on table

Community Inventory

Vocational Environment

D - VocationalE - Moorhead Junior High

SE - OT room - Low lighting, minimal florescent lighting, sounds of nearby classroom and students, sounds of myself and student interacting, smells of heat kicking on in the building, feeling of heat from the vents, feel of leather chair, movement of wheels on chair, feel of materials and effects of exercises on hands

A - Conducting therapy sessionS - Sit down at desk and greet student S - Open drawer and grasp exercise materialsS - Demonstrate use of exercise materialsS - Extend reach and present materials to studentS - Grasp documentation sheet and record student activity

Vocational Inventory

School Environment

D - SchoolE - Conference center in Minneapolis

SE - Assistive technology (AT) vendor booth - bright lighting of ballroom, competing sounds from many people walking by and other vendor presentations, view of computer and screen, feeling of sling chair, movement of hands to write

A - Listening to presentation on new AT softwareS - Sitting in directors chairS - Holding small note pad and catalog of products while listening to presenterS - Watching presentation on screen on the wall while presenter demonstrates on lap-top computerS - Writing notes about AT useS - Highlight important features of product by circling features in catalog

School Inventory

Recreational & Leisure Environment

D - Recreation/LeisureE - Health and Physical Education building at MSUM

SE - Racquetball court #3 - Bright lighting, white walls, sounds from other courts and opposing player, feeling of tense body position, grasping of racquet, movement of arms, feeling of impact when hitting ball

A - Playing racquetballS - Standing with hips/knees bent and hand/fingers grasped on racquetS - Extending arm to prepare for hitting ball on first volleyS - Flexing and adducting arm to hit ballS - Hit ball with racquetS - Return arm to original position and shift weight to prepare for next volley

Recreation/Leisure Inventory

Curriculum & Instruction

• Curriculum• Determines strengths, interests, dreams,

and nightmares• Determine capabilities and challenges for

child• Decide the challenges to be addressed• Write activity-based goals and objectives

• Instruction• Determine individual student plans• Determine individual teaching strategies• Develop strategies for measuring progress

Curriculum

• What and Where?

• General education curriculum

• General education curriculum adapted to focus on the most essential skills

• Sequenced functional skills curriculum

• Embedded functional skills curriculum

Instruction

• How?• The intervention methods associated with

each of the various disciplines, as well as the more multifaceted interventions designed by an educational team collectively.

• The goal is to enable students with disabilities to participate in a variety of home, school, and community routines, with a variety of people, using the supports and responding to the cues that occur naturally in those settings.

• How• Teams need to consider appropriate

adaptations and supports (ie. AT, related services) to allow student to benefit from special education.

• Due to unique learning needs, instructional stategies need to be designed in consideration of special physical, sensory, and health issues.

• Teams need to have the ability to determine the difference between specific impairments and behaviors. If behavior is identified as the issue, then teams need to implement strategies to reduce challenging behaviors

Instruction

• Scheduling matrix• ensures meaningful inclusion• opportunity to learn skills at naturally occurring time

and in response to natural cues• practice skills in different situations• organizing day

• Methods for participation in regular education opportunities• specific adaptations• curriculum adaptation strategies

• Same curriculum (S)• Multilevel curriculum (ML)• Curriculum overlapping (CO)

Determine individual student plan

Scheduling Matrix

General Education Classes Other EnvironmentsIEPGoalsIncrease active participation in activities

Increase formal communication skills

Develop active postural controlPrevent progressive deformities

Develop functional self-help skills

Increase attending behavior

Increase social interactions with peers

• Prepare student for instruction• positioning• transition time• opportunities for movement• awareness of daily routine

• Determine individual learning styles - multi-sensory emphasis

Determine individual teaching strategies

• Will it be useful or meaningful?

• Is it practical?

• Portfolio assessment

Develop strategies for measuring progress

• Acquisition - learn it

• Maintenance - use it routinely

• Fluency or proficiency - make it better or faster

• Generalization - use it anywhere and whenever possible

Stages of learning

Creating Inclusive EnvironmentsInclusive environments

legal rationalephilosophical rationaleeducational rationale

Benefits of inclusioninstructional benefitssocial interaction benefitsimpact on non-disabled peers

The Inclusive Education ModelFull inclusion - primary placement in general education

Principle of natural proportions

Inclusion terminology

Identify, evaluate, and implement supports and adaptations

Level of inclusion is team decision

Inclusive Instruction

Facilitating school acceptanceplacementawareness trainingteacher modelingcollaborative teamingcommunity/family involvementpeer programs

Inclusive InstructionEssential supports

TrainingAssistance

Facilitating peer acceptanceenvironmental arrangementteacher mediationpeer--mediated interventionspeer tutoringpeer interaction programspeer support networks

Collaboration

Roles

General education support

Curriculum modifications

Scheduling support personnel

Instructional ArrangementsBasic principles

functional skill instructionembedded instructionskill clusteringmultiple exemplarsnatural cues and consequenceschoice makingmeaningful environments

Individualized Peer interaction

Instructional ArrangementsInstruction in the general education settingImplementing inclusive instruction

cooperative learninglarge-grouppeer instructioncommunity-basedactivity-based

Curricular and Instructional BarriersCurricular content

Level of participation

Use of materials

Presentation format

Level of achievement

Evaluative procedures

Cooperative opportunities

School

Home Living

Community

Vocational

Recreational/Leisure

Architectural Barriers

School buildings groundsPavementTerrain of school yardPlaygroundEntrance

School Barriers

Building destinationsEntrance doorsHallwaysDoorways/DoorsStairsBathrooms

School Barriers

ClassroomSeatingAccess to materialsMoving around in the classroomPresentation tools

School Barriers

Other settingsLibraryMusic roomGymnasiumLunchroomTherapy room

School Barriers

Yard accessDriveway/sidewalkEntry/doorsHallwaysLiving room furnishingsKitchenBathroomBedroom

Home LivingBarriers

Buildings and groundsEntriesInterior mobilityTransportationentryseatingduration of travel

Community Barriers

Parking lotEntryNegotiating work environmentAccess to work stationAccess to equipment/materials

Vocational Barriers

Access to physical environmentAbility to participate in activities

independentlyNeed for adapted equipmentLeveling the playing field

Recreation/LeisureBarriers