Special Education 547 Unit Two Educational Considerations Kevin Anderson Minnesota State University...
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Transcript of Special Education 547 Unit Two Educational Considerations Kevin Anderson Minnesota State University...
Special Education 547
Unit Two
Educational Considerations
Kevin AndersonMinnesota State University Moorhead
2006
Curriculum
• Goals
• Standards
• Learning outcomes
Curriculum
• Curricular options General education curriculum with accommodations General education curriculum with accommodations and
modifications Life skills curriculum Curriculum in modified means of communication and task
performance
• Fundamental curricular options Self-determination Transition
General Education Curriculum with Accommodations
• Core courses
• Electives
• Basic academic skills
Accommodations vs. Modifications
• Accommodations Supports to aid access to the curriculum Does not change “what” is expected, just “how” it is expected
• Modifications Changes or adapts “what” is being taught May change content, outcomes, or levels of complexity
General Education Curriculum with Accommodations and Modifications
• Same as previous
• Modified through: Curricular analysis
• Requirements
• Proficiency level
Thinking and problem-solving skills Learning and strategies and study skills Natural supports
Life Skills Curriculum
• Functional academics Reading Writing Mathematics Listening Speaking
Life Skills Curriculum
• Daily and community living skills Vocational Home and family Leisure Community/transportation Health Relationships Social skills
Curriculum in Modified Means of Communication and Task Performance
• Physical tasks
• Speech and language
• Assistive technology
• Augmentative and alternative communication
• Information acquisition and management
Assistive Technology
• Curricular software Support general education curriculum Modify general education content
• Hardware for access to curriculum Access curricular software Access curricular materials Access functional life skills materials
Task Analysis
• Definition - Content and sequence of skills, behaviors, and activities to be taught through instruction
• Benefits Identify students strengths and needs Observe and record the learning process Prioritize instructional goals Plan for sequence of instruction
Assessment Tool
• Formative assessment - how a student is doing in the process
• Summative assessment - what a student has learned
Process
• Using typical sequences• Defining results of trials• Differentiating motor from cognitive
difficulties• Identifying student response difficulties and
needs• Determine type and amount of assistance
needed
Outcomes
• Use as a screening
• Compare skills
• Develop curriculum
Situation Analysis
• Ecological inventory - evaluating a student in an environment where the student functions
• Format Domain Environment Sub-environment Activity Skills
Critical Issues
• Practicum issues
• Short presentation to class
• Review of AT process (Best Ch. 7)
• Description of AT project
Assistive Technology (AT)
• Devices that “reduce the negative impact that impairments have on an individual’s participation in curricular, extracurricular, and other major life activities.”
• Services that are required to assist an individual with a disability to use AT devices
Four Core Principles
• Technology as an instructional tool
• Match technology to student’s needs
• Customize use of technology for each student
• Avoid over-reliance on technology
Use of AT
• Assistive technology
• Adaptive technology
• Remedial technology
• Universal Design for Learning
Considerations Regarding Participation
• Identify the situations that cause difficulty for students when they try to participate
• Consider possible adaptations that might be useful when trying to participate
Legal Mandate
• 1988 legislation• 1990 IDEA
Infusion of AT language Application to infants, toddlers, children, and youth with
disabilities
• 1994 reauthorization• Terminology
Devices Services Consideration
AT Process
• Wisconsin Assistive Technology Checklist Categories Determining need
• Consideration• Assessment
Gathering information Decision making Implementation
• Extended assessment and trial use• Selection and acquisition
Feature identification Specification and demonstrations Location and ordering
AT Process
• Including in IEP Part of special education program Related service Supplementary aids and services Support for staff
Positioning
• Tone
• Alignment and stability
• Security
• Normal posturing
• Position changes
Seating
• Pelvic position
• Foot support
• Upper body support
• Negative impact
Positioning and Seating Issues
• Accessory equipment
• Transfer techniques
• Location
• Mobility
• Wheelchairs Manual Electric
Barrier Issues
• Physical access
• Environmental and material adaptations Location Work surface Object modifications Stabilization of equipment
Environmental Control
• Switch use
• Point of access
• Mounting
• Intended purpose
• Context
Sensory AT
• Assistive listening devices
• Telecommunications
• Alert or warning devices
• Visual enhancers
• Auditory prompters
Continued Study
• Assignment of Belson chapters
• Developing case study
• Identifying educational need
• Selection or design of curricular content
• Identification of instructional techniques
• Statement of AT recommendation
• Rationale for selection
• Implementation strategy
Augmentative and Alternative Communication (AAC)
• Non-symbolic
• Symbolic
• Aided considerations
• Output methods
• Displays
AAC
• Non-symbolic communication Form Function Content
• Symbolic communication Unaided Aided
Considerations for Aided Symbolic Communication
• Symbol type
• Means of access
• Vocabulary and retrieval
• Output methods
AAC Considerations
• Content
• Board arrangement
• Displays
• Instructional strategies
Program Planning
• Individual Education Plan
• Acquisition of the outcomes Monitor Evaluation Recommendations
• Services
IEP
• Determine current level of performance across domains
• Identification of strengths and needs in regards to physical and health disabilities
• Identification of goals and objectives• Determining activities to support goals and
objectives• Making a plan to review progress• Listing necessary adaptations
Ensuring Acquisition of Outcomes
• Monitoring educational progress and progress towards special education goals
• Evaluation Review/conduct formal assessments of achievement -
determine impact of disability Review/conduct informal assessments, including
organizational skills, independent work skills, classroom-related motor tasks, and overall strength/endurance in classroom activities
Ensuring Acquisition of Outcomes
• Recommendations IEP process General education teachers Classroom supports Special education providers Related service providers Collaboration with medical community
Assessment
• Formal and informal
• Tools and methods
• Data collection
Assessment
• Formal Issues
• Standardized measures• Reliability• Validity
Accommodations and adaptations Results impacting categorical placement
• Informal Observations Curriculum-based measures Anecdotal
Assessment
• Tools Adaptive materials and equipment AT
• Methods Direct assessment Indirect assessment
Assessment
• Data collection Test results Daily progress Performance
• Academic• Functional skills• Advocacy
Medical collaboration
• School liaison
• Medical contacts
• Maintaining current information
• Ensuring health-related programming
• Reassuring and supporting teachers and aids
• Online training needs