1. staggering 62 percent of all new teachers—almost two-thirds
—report they felt unprepared for the realities of their
2. Universal Access for All Students
STUDENTS WITH SPECIAL NEEDS
Lisa Finnegan, Dennis Garland, & Katie Martin
Ph.D Students in Exceptional Education
University of Central Florida
3. Today, you’ll learn about…
Diverse Learners
Instructional
Strategies/Universal Design
for Learning
Classroom and Behavior
Management Strategies
And most importantly…
Ideas for your classroom
“Diversity is the norm, not the exception”
4. SECTION
One
Types of
Learners with
Special Needs
“The new normal…doing more with less.”
5.
6. What do you know about learners
with special needs and the
classroom?
7. Currently, there are 13 categories of
disabilities.
•Autism
•Deaf-Blindness
•Deafness
•Emotional Disturbance
•Hearing Impairment
•Multiple Disabilities
•Orthopedic Impairment
•Other Health Impairment
•Specific Learning Disabilities
•Speech or Language Impairment
•Traumatic Brain Injury
•Visual Impairment including Blindness
•Developmental Delay
•Intellectual Disabilities (MR)
8. Think-Pair-Share
Share one thing that you learned with
someone near you.
What disabilities do you think you will
encounter in your classroom?
9. What are you seeing in your
classroom?
High Incidence Disabilities
•Learning Disabilities
•Emotional Disabilities
•Communication Disorders
•Intellectual Disabilities
10. Legislation
affecting you
“Diversity is the norm, not the exception”
11. More
Accountability!
Legislation:
2001 - No Child Left Behind
(NCLB)
2004 - Individuals with
Disabilities Education
Improvement Act (IDEiA )
13. Have you ever heard of these acronyms…
IEP? RTI? PMP?
14. By law, each student
with an identified
disability will have an
IEP—Individualized
Education Plan
15. What’s an IEP?
The IEP has two
general purposes:
•To set reasonable
learning goals for a
child
• To state the
services that the
school district will
provide for the child
17. Annual Goals
Statement(s) of what
a student with a
disability can
reasonably be
expected to
accomplish in a year's
time or the duration
of the IEP.
18. Example of an annual goal:
Gi ve n an e x p o s i t o r y o r
n ar r at i ve wr i t i n g p r o mp t ,
Jo an wi l l i n c r e as e wr i t i n g
s k i l l s t o a p as s i n g
p r o f i c i e n c y r at e as
me as u r e d b y a s c h o o l c h o s e n
rubri c i n 3 out of 4
wr i t i n g s amp l e s .
22. So what do you need to know?
Goals: What are your students working on? How
does your supervising teacher assist in these
records?
Accommodations: Look at the testing
accommodation page
Be organized!
Meetings: General Ed teachers contribute to
meetings. Keep work samples!
33. Representation-various ways of
acquiring information
• the “what” of learning
• Learners differ in the ways
that they perceive and
comprehend information
that is presented to them
• Learning, and transfer of
learning, occurs when
multiple representations
are used, because it allows
students to make
connections within, as well
as between, concepts.
34. • http://www.windows2universe.
Representation
Activate Prior Knowledge
http://www.teachervision.fen.com/skill-builder/reading-comprehension/48540.html
Organize Content
http://www.exploratree.org.uk/
Bring Words to Life
http://www.newbedford.k12.ma.us/edtech_toolkit/students/cast/index.htm
35. Action and Expression: alternatives to
show what they know
• the “how” of learning
• Learners differ in the
ways that they can
navigate a learning
environment and
express what they know
37. Engagement: offer interest, challenge,
and motivation
• the “why” of learning
• Affect represents a
crucial element to
learning, and learners
differ markedly in the
ways in which they can
be engaged or
motivated to learn.
39. Websites of Interest
• http://www.udlcenter.org/implementation/examples
• http://www.microsoft.com/education/a
[Autosummary tool for Word
2007—Word 2010 does not have
• http://www.primary-education-oasis.com/tools-for-struggling-students.html
this feature]
• http://cast.org/udl/index.html
• http://www.edutopia.org
42. JIGSAW
Group experts—each
group gets a different topic
to discuss and learn about
and then a person from
each returns to their table
group to share the
information
44. • My Very Eager Mother Just Sewed Us
Mnemonic for New Pajamas
Content (Bob again: the planets of the solar
Keyword- familiar word system, plus poor little Pluto. Mercury,
that sounds similar to the Venus, Earth, Mars, Jupiter, Saturn,
word or idea being taught Uranus, Neptune, Pluto)
• Kings Play Chess On Fine Grained
Pegword- set of rhyming
words that are used to Sand
represent numbers (Guess who: it's Bob! With the Linnean
hierarchy - Kingdom, Phylum, Class,
Letter- letter strategies Order, Family, Genus, Species)
include acronyms and • King Henry Drank Both Diet Cokes Mo
acrostics nday
(Kilo Hecto Deka Base Deci Centi Milli)
50. ABC Analysis
– Behavior can be looked at in terms of two other
variables-- those that happen immediately before
the behavior is emitted, and those that happen
immediately after. This is called a contingency
analysis.
A B C
– cue response result
– antecedent behavior consequence
51. Arranging contingencies (the other C)
When desired outcomes or events follow a
behavior, that behavior becomes stronger
SO, one way of changing behavior is to
arrange or alter the natural circumstances by
providing specific CONSEQUENCES,
selected to increase, decrease, or maintain a
behavior of interest.
52. The 4 Cs of Behavior Management
Look at your CONSEQUENCES: Are you actually
reinforcing/ discouraging the behavior you are addressing?
Make the consequences immediate and CONTINGENT upon
the occurrence of the behavior you are addressing
Be CONSISTENT (across episodes, people and settings)
with consequences
CATCH the child being good
53. Remember…
Communication problems often lead to
behavior problems
Lack of predictability often leads to behavior
problems
A history of using behavior problems
effectively to control their environments leads
to behavior problems
54. Strategies for Teaching Tolerance
“Step over the body” Make things FUN!
Teach alternatives Escape for completion
Premack principle “No pain, no gain”
Systematic
desensitization
Redirection
Marketing materials
and activities
55. What is Functional Assessment?
A way of looking at problems from a
functional standpoint
Does not focus on underlying feelings or
emotions or disorders
Requires gathering data and coming up with
ideas about the function of the problem
behavior
Can be done by many different people
56. What are the functions of
behavior?
All behavior serves a function for the
individual.
Simple Functions
– Escape/Avoid
– Seek Attention
– Make Demand
– Stimulation
57. Functions of Behavior Simplified:
ESCAPE: Getting out of a demand, activity, situation.
MAKE DEMAND: Trying to get something desired.
GET ATTENTION: Trying to secure attention from adults or
peers.
SELF STIMULATION: Just for the fun of it (would go on if
everyone left the room).
Think about the problem behaviors you encounter. Can you
identify the function of these behaviors?
58. What do I do after I think I know
the function?
There is no cookbook answer, but these are
some general guidelines
– Manipulate the environment to prevent that
function from being achieved or needed
– Change your own behavior to make that function
unnecessary
– Teach alternative forms for the function
59. When the behavior serves a function of getting
attention:
Ignore bad behavior (that is not
dangerous) and give lots of praise for good
behavior
Quietly and unemotionally redirect
dangerous behavior and arrange for prevention
while attending to other good behavior.
60. When the behavior serves the function of
making a demand
– Teach alternative way of communicating that
demand
– “Step over the body”
– Play Dumb
61. When the behavior serves a function of
self stimulation:
Keep the child engaged in appropriate play.
Demonstrate HOW desired behavior looks.
Identify other powerful reinforcers.
62. When the behavior serves the function of
escape
– Follow through with demand, praise completion or
attempt
– Examine demand and adapt in the future to
prevent the problem behavior
63. Logical Consequences
Removal of materials used inappropriately
Loss of privileges (response cost)
Restricted access
Loss of parent or teacher praise/attention
64. Positive Reinforcement
Definition of positive reinforcement
– Refers to relationship between behavior and a
consequence
– A positive reinforcer is the consequent event itself
– Contingent on presentation of behavior
Follows behavior
– Increases probability of behavior occurring again
65. Effective Reinforcers
Contingencies
Immediately following behavior
Have value
Consistency
Age appropriate
Deprivation
Satiation
66. Types of Reinforcers
Primary
– Tangible
– Edible
– Concrete
Secondary (Conditioned)
– Social stimuli
– Symbolic such as tokens
– Learned value
67. Types of Reinforcers
Primary
– Tangible
– Edible
– Concrete
Secondary (Conditioned)
– Social stimuli
– Symbolic such as tokens
– Learned value
68. Pairing
When you combine a primary reinforcer with
a secondary reinforcer you are pairing.
Important to pair so you can condition the
student to move from a primary level of
reinforcement to a primary level of
reinforcement – you gradually withdraw the
primary reinforcer to maintain the behavior
through secondary reinforcment
69. Stop and Think
Get into groups of three.
– Make a list of primary reinforcers you believe
would work with elementary age students and
give a rationale why.
– Make a list of reinforcers you think will work with
secondary aged students and provide a rationale
why.
70. Premack Principle
Grandma’s rule – Eat your vegetables and I
will give you desert
Engage in low preference behaviors before
you engage in high preference behaviors
Example: If student likes Math but does not
feel good about reading, engage in reading
first
71. Limitations (Kazdin, 2001)
High preference activities can not always
follow low-preference activities
Activity may be all or nothing – either you
earn the right to participate in field trip or you
do not
Activities may be freely available to students
and therefore loose their value
72. Generalized Reinforcers
A reinforcer associated with a variety of
primary of secondary reinforcers
Valued by association – e.g., praise from
teacher has been paired with use of
computer; praise from parent on a “good job”
paired with a high-five
Reinforcers that can be exchanged for
something of value
73. Token Reinforcers
Tokens have no value themselves but can be
exchanged for something of value
Must tie to behaviors you wish to observe
Need to consider record keeping
Need to consider trade in value
Need to have backup reinforcers on hand for
trade
Store hours
74. Stop and Think
You are teaching 23 students in a fourth
grade classroom. You are concerned about
the following behaviors: being late to class,
not turning in homework, name calling and
not having pencil and paper with them.
Create a token economy to help you manage
your classroom and change the behaviors
you have observed need changing.
75. Contracts
Written agreement between you and a
student
Includes behavior to be completed
Has beginning and ending dates
Is reasonable negotition between student
and teacher
Names exact reinforcer to be delivered upon
completion of contract
76. Contracts
Start small and for short periods of time
Include interim review dates
Reinforce movement towards contract
completion
Must be fair, clear, positive and honest
Must be consistent and systematic
78. Schedules of Reinforcement -
Continuous
Following every instance you observe the
desired behavior you reinforce it
79. Schedules of Reinforcement- Ratio
and Interval
• Ratio
Fixed ratio – specific number of responses receive
reinforcer
• Interval
Fixed interval – student reinforced the first time behavior
is observed and then again after a lapsed amount of
time
Variable interval – vary the time of reinforcemnt delivery
Limited hold – short window of time to exhibit behavior
to receive reinforcer
80. Negative reinforcement
Removal of aversive stimuli immediately
following the contingent behavior
Cycle of negative reinforcement
– Student is confronted with aversive stimuli
– Student engages in inappropriate behavior
– Teacher remove aversive stimuli
– Student is negatively reinforced for inappropriate
behavior
– Next time behavior exhibits, cycle repeats
81. Natural Consequences
Reinforcement that occurs naturally – all
behavior has consequence unless you
structure the environment to deliver
consequences student prefers, natural
consequences will happen
82. What about
punishment?
Negative side effects
Limited effectiveness
Models aggression as a way of dealing with
problems
Results in a repeated cycle
Results in learning and emotional problems
in adolescence and adulthood
84. 3-2-1
Give us 3 things you learned
2 things you want to know
1 exam ple of an accom m od ation
Notas del editor
Today we will become familiar with the principles of Universal Design for Learning, a systemic way of thinking about designing your lessons so that they are accessible to all students.
In this next section, we ’ll talk about learners with special needs, and possible accommodations to facilitate students’ needs.
Press F5 or enter presentation mode to view the poll If you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone. In an emergency during your presentation, if the poll isn't showing, navigate to this link in your web browser: http://www.polleverywhere.com/multiple_choice_polls/MTU1MzE4NjE4
Before we begin, let ’s start with looking where we are. We are going to make an organizer for notes to day. Take a sheet of paper (Pass out notebook paper to those who need it). Fold it in half, then in half again. Label your four squares: K, W, L, ? As we go through write down any questions you have. As your questions get answered, write them down. It is very important as we talk about Student with Disabilities we use People First Language…Student with…. Don ’t say LD student
communication disorders (speech and language impairments) specific learning disabilities (including attention deficit hyperactivity disorder [ADHD]) mild/moderate mental retardation emotional or behavioral disorders Hearing Impairments Visual Impairments Traumatic Brain Injury Orthopedic Impairments (Cerebral Palsy, Burns, Spina Bifida, etc.) Other Health Impairments
As teachers, how can you adopt this mindset and save yourself valuable time and energy?
Learning disability is a general term that describes specific kinds of learning problems. A learning disability can cause a person to have trouble learning and using certain skills. The skills most often affected are: reading, writing, listening, speaking, reasoning, and doing math. Very common! As many as 1 out of every 5 people in the United States has a learning disability. Almost 1 million children (ages 6 through 21) have some form of a learning disability and receive special education in school. In fact, one-third of all children who receive special education have a learning disability ( Twenty-Ninth Annual Report to Congress , U.S. Department of Education, 2010). . It is estimated that communication disorders (including speech, language, and hearing disorders) affect one of every 10 people in the United States. Speech and language disorders refer to problems in communication and related areas such as oral-motor function--sucking, swallowing, drinking, eating. These delays and disorders range from simple sound substitutions to the inability to understand or use language or use the oral-motor mechanism for functional speech and feeding “ ...a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child’s educational performance: According to the CDC (Centers for Disease Control and Prevention), approximately 8.3 million children (14.5%) aged 4–17 years have parents who’ve talked with a health care provider or school staff about the child’s emotional or behavioral difficulties. ( 6 ) Nearly 2.9 million children have been prescribed medication for these difficulties. ( 7 ) Intellectual disability is a term used when a person has certain limitations in mental functioning and in skills such as communicating, taking care of him or herself, and social skills. According to the CDC (Centers for Disease Control and Prevention), approximately 8.3 million children (14.5%) aged 4–17 years have parents who ’ve talked with a health care provider or school staff about the child’s emotional or behavioral difficulties. ( 6 ) Nearly 2.9 million children have been prescribed medication for these difficulties. ( 7 )
As the special education teacher in the video said, “one size fits all doesn’t work anymore.” We must be able to meet the needs of diverse learners in our classroom, especially since we are being held to higher standards by legislation. In section two, we ’ll cover the legislation that reaches your classroom and affects you as a teacher.
In 2001, No Child Left Behind federal legislation increased accountability for teachers by requiring students to be tested on statewide standardized tests of achievement. In Florida we use the FCAT, and other states use similar tests to measure student performance. The other major piece of legislation affecting your classroom is the Individuals with Disabilities Education Act (IDEA). Currently reauthorized in 2004 as the Individuals with Disabilities Education Improvement Act (IDEiA), it is a federal law that governs how states and public agencies provide early intervention, special education, and related services to children with disabilities. IDEA dictates that all children should be provided a free and public education in the least-restrictive environment. For this reason, more and more students with disabilities are moving from the segregated special education classrooms of the past into inclusive, general education settings. For teachers, this means more accountability for making sure all students perform well.
Students with disabilities are also increasing their participation in the general education setting. The US Department of Education reports that in 1995, only 45% of students with disabilities spent more than 80% of their time in the general education classroom. 12 years later in 2007, that number had increased to 57% of students. Students with disabilities are increasingly being included in the classroom setting, and as educators we need to be aware of how to meet their educational needs.
By law, the IEP must include certain information about the child and the educational program designed to meet his or her unique needs. This information covers topics such as current performance, annual goals, special education and related services, accommodations, participation in state and district-wide tests, needed transition services, and measured progress. Each public school child who receives special education and related services must have an Individualized Education Program (IEP). Each IEP must be designed for one student and must be a truly individualized document. The IEP creates an opportunity for teachers, parents, school administrators, related services personnel, and students (when appropriate) to work together to improve educational results for children with disabilities. The IEP is the cornerstone of a quality education for each child with a disability.
Briefly, let ’s discuss the important components of an IEP. First of all it gives you a good picture of where the student is academically and behaviorally. It will tell you the program that the student is receiving ESE services under, for example “Speech/Language”. It will tell you the goals they are working on, the services that they are provided, and testing accomodations.
Measurable and observable,
Are one of the key components to planning effective educational programs for students with disabilities Expectations for student achievement do not change Students with disabilities can be taught the same concepts and skills and can be challenged to meet the same standards. Accommodations level the playing field. 5 different areas: Presentation: large print, responding: dictation, scheduling extra time, setting resource room, assistive technology recorder to transcribe
As a teacher, you may be asking yourself how you will juggle all of these competing demands.
Here ’s an example of what a testing accommodation may look like on an IEP
A school-wide, multi-level instructional and behavioral system for preventing school failure; • Screening; • Progress Monitoring; and • Data-based decision making for instruction, movement within the multi-level system, and disability identification (in accordance with state law). We are ensuring quality, research based instruction across the entire school. If a student is having difficulties, a schoolwide teams meets to look at individual student and their needs, as well as the classroom components. The responsibility falls on the teacher to ensure quality teaching is occuring for all students. If a student is not responding to tier I instruction, a team is formed and the child moves to tier II. Tier II is usually extra services of quality instruciton in small groups for a period of time. If a student responds, he remains there. If a students is not responding, he moves to Tier III. Tier III is typically when a student is referred for ESE. This means that teachers need to ensure quality instruction.
Press F5 or use the tool bar to enter presentation mode in order to see the poll. http://www.polleverywhere.com/multiple_choice_polls/LTIwOTg2NzEzNzQ If you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone. In an emergency during your presentation, if the poll isn't showing, navigate to this link in your web browser:
Close your eyes and think for a moment of yourself in a wheelchair and you need to get up on the sidewalk. You probably thought of a curb cut-out but have you ever wondered the why and how of its ’ existance.
Universal Design for Learning roots began from the implementation of Universal Design for building structures. Ramps, curb cut-outs, etc. made access to buildings and the surrounding environment accessible. In the past—UD was retrofitted to a building or structure—now it is a forethought. UDL as a forethought will make content accessible and understandable. It makes learning curriculum accessible to all learners from a student who is blind, deaf, has a learning disability, a physical disability or is gifted.
UDL is centered upon brain research. This image is my reminder of the brains that I have in my hands –the brains that I want to guide in learning and understanding. These are the brains of your future students---every single one of them.
. For example, those with sensory disabilities (e.g., blindness or deafness); learning disabilities (e.g., dyslexia); language or cultural differences, and so forth may all require different ways of approaching content. Others may simply grasp information quicker or more efficiently through visual or auditory means rather than printed text. In short, there is not one means of representation that will be optimal for all learners; providing options for representation is essential.
For example, individuals with significant movement impairments (e.g., cerebral palsy), those who struggle with strategic and organizational abilities (executive function disorders), those who have language barriers, and so forth approach learning tasks very differently. Some may be able to express themselves well in written text but not speech, and vice versa. It should also be recognized that action and expression require a great deal of strategy, practice, and organization, and this is another are in which learners can differ. In reality, there is not one means of action and expression that will be optimal for all learners; providing options for action and expression is essential.
There are a variety of sources that can influence individual variation in affect including neurology, culture, personal relevance, subjectivity, and background knowledge, along with a variety of other factors presented in these guidelines. Some learners are highly engaged by spontaneity and novelty while other are disengaged, even frightened, by those aspects, preferring strict routine. Some learners might like to work alone, while others prefer to work with their peers. In reality, there is not one means of engagement that will be optimal for all learners in all contexts; providing multiple options for engagement is essential.
Would you take your driver license test without practicing?
Take a chance and open the door to your classroom. Encourage and welcome the ESE teacher to collaboratively teach with you.
