Impact of Disability

What is now required?

Impact of Disability

What are the What are the characteristicscharacteristics of this particular of this particular student’s disability?student’s disability?

What What impactimpact do the characteristics have on do the characteristics have on this particular student’s educational this particular student’s educational performance?performance?

Example One: MOID

Adam is diagnosed with a Moderate Intellectual Disability Adam is diagnosed with a Moderate Intellectual Disability characterized by delays in cognitive, academic, and adaptive characterized by delays in cognitive, academic, and adaptive behavior skillsbehavior skills. . Adam takes longer to learn new concepts or skills Adam takes longer to learn new concepts or skills in school. He has trouble with understanding abstract concepts or in school. He has trouble with understanding abstract concepts or with making inferences. He also has difficulty transferring a skill with making inferences. He also has difficulty transferring a skill he has learned from one setting to another or even from one he has learned from one setting to another or even from one activity to a different activity. Moreover, he has trouble with skills activity to a different activity. Moreover, he has trouble with skills typical peers learn through incidental learning.  Adam lacks age typical peers learn through incidental learning.  Adam lacks age appropriate daily living and communication skills. appropriate daily living and communication skills.

Academically, Adam is functioning on an early elementary grade Academically, Adam is functioning on an early elementary grade level. His involvement in the general education curriculum is at level. His involvement in the general education curriculum is at an access/entry level at this time. Progress is measured in small an access/entry level at this time. Progress is measured in small increments and he requires frequent review over concepts. increments and he requires frequent review over concepts.

Example Two: EBD

Bee has been diagnosed with an Emotional/Behavioral Disorder Bee has been diagnosed with an Emotional/Behavioral Disorder characterized by thoughts and feelings that are inconsistent with actual characterized by thoughts and feelings that are inconsistent with actual events, situations, or interactions. events, situations, or interactions. In the school setting, she is showing In the school setting, she is showing external behavior problems such as refusal to comply with adults, yelling, external behavior problems such as refusal to comply with adults, yelling, throwing objects, and leaving her assigned area. Unstructured time is throwing objects, and leaving her assigned area. Unstructured time is particularly difficult for her (such as cafeteria, playground, class changes, particularly difficult for her (such as cafeteria, playground, class changes, etc.). Problem behaviors often result in time away from the classroom etc.). Problem behaviors often result in time away from the classroom learning activities due to discipline actions. In addition, this also results in learning activities due to discipline actions. In addition, this also results in Bee’s having difficulty with maintaining focus on the instructional task at Bee’s having difficulty with maintaining focus on the instructional task at hand. hand.

Because of time away from instruction as a result of discipline issues, Bee Because of time away from instruction as a result of discipline issues, Bee has fallen behind academically in the critical subjects of math and written has fallen behind academically in the critical subjects of math and written language. She is functioning more than one grade level below her present language. She is functioning more than one grade level below her present grade placement. Her behavior problems also impact the learning of grade placement. Her behavior problems also impact the learning of others in the classroom due to the disruptive nature and frequency of the others in the classroom due to the disruptive nature and frequency of the behavior.behavior.

Example Three: SLD

Stacy has been diagnosed with a Specific Learning Disability.  Based on Stacy has been diagnosed with a Specific Learning Disability.  Based on assessment results from January 2012, GWT and CRCT scores from Spring assessment results from January 2012, GWT and CRCT scores from Spring 2012, and current work samples from March 2013, Stacy shows 2012, and current work samples from March 2013, Stacy shows weaknesses in Reading and Written Expression. Moreover, weaknesses in Reading and Written Expression. Moreover, processing processing deficits continue to be evident in auditory discrimination, organization, deficits continue to be evident in auditory discrimination, organization, and visual-motor integrationand visual-motor integration. .

In Stacy’s particular case, her difficulties with auditory discrimination are In Stacy’s particular case, her difficulties with auditory discrimination are evident in her independent written work which often contains misspelled evident in her independent written work which often contains misspelled words. In addition, her auditory discrimination problems have resulted in words. In addition, her auditory discrimination problems have resulted in struggles with reading and written composition skills and she is currently struggles with reading and written composition skills and she is currently performing below grade level. Organizational problems are evident in her performing below grade level. Organizational problems are evident in her continued trouble organizing her written ideas into proper paragraph form continued trouble organizing her written ideas into proper paragraph form as well as her difficulties with keeping up with assignments and as well as her difficulties with keeping up with assignments and remembering to turn them in. Visual-motor difficulties are still evident in remembering to turn them in. Visual-motor difficulties are still evident in her written work; especially when she gets in a hurry to finish something, her written work; especially when she gets in a hurry to finish something, her handwriting becomes almost illegible.her handwriting becomes almost illegible.

Example Four: S/L

Adam is diagnosed with a Speech/Language Disorder Adam is diagnosed with a Speech/Language Disorder characterized by a moderate to severe language characterized by a moderate to severe language impairmentimpairment. . He often lacks understanding of underlying He often lacks understanding of underlying vocabulary or concepts needed for learning. He frequently vocabulary or concepts needed for learning. He frequently has trouble understanding verbal directions or lectures. He has trouble understanding verbal directions or lectures. He also sometimes has trouble expressing his thoughts in an also sometimes has trouble expressing his thoughts in an organized, understandable manner. Adam has difficulty organized, understandable manner. Adam has difficulty processing the language used in the curriculum and in the processing the language used in the curriculum and in the presentation of the curriculum without extra time and presentation of the curriculum without extra time and additional supports. Sentence structures are decreased in additional supports. Sentence structures are decreased in length and complexity as compared to same age peers. length and complexity as compared to same age peers. Syntax errors are often present, especially with pronouns.Syntax errors are often present, especially with pronouns.

PLOP: Needs, Supports

Using the Impact Tool provided, you can also Using the Impact Tool provided, you can also find ideas for:find ideas for:

Specialized instructional needsSpecialized instructional needs

Classroom supports or accommodations to tryClassroom supports or accommodations to try

Impact/Needs Connection:

Impact Needs

Because he has Because he has trouble trouble transferring skills from one transferring skills from one setting to anothersetting to another, he , he needs extra practice in needs extra practice in additional settings and in additional settings and in alternative formats.alternative formats.

He also has He also has difficulty difficulty transferring a skill transferring a skill he has he has learned from one setting learned from one setting to another or even from to another or even from one activity to a different one activity to a different activity.activity.

Needs/Supports Connection

Needs

Because he has trouble Because he has trouble transferring skills from one transferring skills from one setting to another, he setting to another, he needs extra practice in needs extra practice in additional settings and in additional settings and in alternative formatsalternative formats..

Supports

Extra practice in additional Extra practice in additional settings settings to assist in to assist in transfer of learning.transfer of learning.

Needs/Services Connection

Needs

Because he has trouble Because he has trouble transferring skills from one transferring skills from one setting to another, he setting to another, he needs extra practice in needs extra practice in additional settings and in additional settings and in alternative formats.alternative formats.

Services: CBE

RATIONALE: Due to his difficulty RATIONALE: Due to his difficulty with transferring learned skills with transferring learned skills across various settings or across various settings or activities, Adam also activities, Adam also requires requires specialized instruction in a specialized instruction in a variety of community settings in variety of community settings in order to facilitate transfer of order to facilitate transfer of learning.learning. Therefore, he will be Therefore, he will be provided special transportation provided special transportation to various community sites to various community sites during the school day, during the school day, accompanied by classroom accompanied by classroom teacher/paraprofessional. teacher/paraprofessional.

Impact/Needs Connection

Impact

In the school setting, she In the school setting, she is showing external is showing external behavior problems such as behavior problems such as refusal to comply with refusal to comply with adults, yelling, throwing adults, yelling, throwing objects, and leaving her objects, and leaving her assigned areaassigned area..

Needs

Specialized instruction Specialized instruction which is generally helpful for which is generally helpful for students with students with emotional/behavioral emotional/behavioral difficulties includes: difficulties includes: providing positive behavior providing positive behavior supports, supports, teaching teaching alternative/appropriate alternative/appropriate behaviors to replace behaviors to replace inappropriate behaviorsinappropriate behaviors, use , use of reward/reinforcement of reward/reinforcement systems, direct instruction systems, direct instruction on social skills….on social skills….

Needs/Supports Connection

Needs

Specialized instruction Specialized instruction which is generally helpful for which is generally helpful for students with students with emotional/behavioral emotional/behavioral difficulties includes: difficulties includes: providing positive behavior providing positive behavior supportssupports, , teaching teaching alternative/appropriate alternative/appropriate behaviors to replace behaviors to replace inappropriate behaviorsinappropriate behaviors, use , use of reward/reinforcement of reward/reinforcement systems, direct instruction systems, direct instruction on social skills….on social skills….

Supports

Behavior Intervention PlanBehavior Intervention Plan

Prepare Bee in advance for Prepare Bee in advance for anticipated anticipated disruptions/changes in her disruptions/changes in her day or schedule. day or schedule.

Provide social stories. Provide social stories.

Needs/Services Connection

Needs

Specialized instruction Specialized instruction which is generally helpful for which is generally helpful for students with students with emotional/behavioral emotional/behavioral difficulties includes: difficulties includes: providing positive behavior providing positive behavior supports, supports, teaching teaching alternative/appropriate alternative/appropriate behaviors to replace behaviors to replace inappropriate behaviorsinappropriate behaviors, use , use of reward/reinforcement of reward/reinforcement systems, direct instruction systems, direct instruction on social skills….on social skills….

Services: Separate Class for Social Skills

RATIONALE: She RATIONALE: She requires requires specialized instruction to specialized instruction to learn alternative learn alternative replacement behaviors replacement behaviors for for her disruptive behaviors.her disruptive behaviors.

Impact/Needs Connection

Impact

Visual-motor difficulties Visual-motor difficulties are still evident in her are still evident in her written work; written work; especially especially when she gets in a hurry when she gets in a hurry to finish something, her to finish something, her handwriting becomes handwriting becomes almost illegiblealmost illegible..

Needs

Giving her extra time (time Giving her extra time (time and a half) to complete and a half) to complete her classwork or tests her classwork or tests has has been helpful and allows been helpful and allows her to take her time in her to take her time in writing and produce legible writing and produce legible written work. written work.

Needs/Supports Connection

Needs

Giving her extra time (time Giving her extra time (time and a half) to complete and a half) to complete her classwork or tests her classwork or tests has has been helpful and allows been helpful and allows her to take her time in her to take her time in writing and produce legible writing and produce legible written work. written work.

Supports

Instructional Instructional Accommodation: Accommodation: Extended Extended time: time and one half time: time and one half for for homework/classworkhomework/classwork

Classroom Testing Classroom Testing Accommodation: Accommodation: Extended Extended time--time and a half time--time and a half

Needs/Services Connection

Needs

In the area of classroom work In the area of classroom work habits, data from teachers" habits, data from teachers" grade books in March 2013 grade books in March 2013 show that Stacy currently has show that Stacy currently has three zeros in English Lit for three zeros in English Lit for work not turned in and one to work not turned in and one to two instances of assignments two instances of assignments turned in late in each of her turned in late in each of her other classes. Stacy other classes. Stacy needs to needs to develop more independent develop more independent strategies (such as an electronic strategies (such as an electronic calendar) for keeping up with calendar) for keeping up with her assignments and deadlinesher assignments and deadlines, , rather than relying on adults to rather than relying on adults to remind her.remind her.

Services: Study Skills Class

RATIONALE: She RATIONALE: She requires requires specialized and direct specialized and direct instruction on independent instruction on independent organization and time organization and time management skillsmanagement skills..

What if a student is displaying a

behavior not usually associated

with the disability?Some problem behaviors displayed by a Some problem behaviors displayed by a student may NOT always be related to the student may NOT always be related to the disability.disability.

The problem behavior should still be The problem behavior should still be addressed in some way on the IEP if it is addressed in some way on the IEP if it is affecting school performance.affecting school performance.

Example Problem behavior: Problem behavior: Bee Bee

sleeps in class.sleeps in class. Looking at the Impact Looking at the Impact

handout for EBD, I do handout for EBD, I do not see sleeping in not see sleeping in class on the list.class on the list.

TheoryTheory: there must be : there must be some other reason why some other reason why she is sleeping in class.she is sleeping in class.

FBA: determines that FBA: determines that Bee is not getting Bee is not getting enough sleep at night.enough sleep at night.

IEP/BIP must address IEP/BIP must address this.this.