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  2. The leftmost chart illustrates the amount of reported crime that took place in the Uptown neighborhood from March 24th to June 6th of this year. Uptown is designated by number “3” on the picture right. WHERE WE ARE, AND WHAT WE’RE MADE OF
  3. The end goal for all of our recommendations is to ensure students with disabilities succeed academically and socially. As a community, we need to make good on our compassioned efforts and first recognize this is an issue were facing and then ameliorate the causal factors. TAKING EXCELLENCE SERIOUSLY AT SENN: ARE WE “ON TRACK?” Why remaining on track matters and an analysis of causal forces. Mellissa Roderick et al. case study, sponsored by University of Chicago, remarks: “Student performance in the freshman year predicts whether students will graduate from high school. In particular, the freshman on-track indicator, failures, grades, and absences each predict the students who will graduate and those who will drop out. How Senn students have historically performed on these indicators can provide insight into how to target interventions and supports for students” (2). When we keep in mind that Hispanic and African-American students across the nation have had a history of higher dropping out rates than their peers, and in recognizing that our school is 43.9% Hispanic, 27.7% African-American it’s in the best interests of our students for us to take the data from these scholars with the seriousness it deserves as we outline the forthcoming services to be provided for our students with special needs.
  4.  Students with disabilities have the right to individualized education. This pillar of IDEA is protected through the law’s language of FAPE, or Free and Appropriate Public Education.  A student with a disability ought to be assumed to be already included in class alongside his peers in the general education classroom unless there is evidence that, in spite of supports and services, the student is not making educative strides. This is the presumption that the least restrictive environment  Procedural Due Process is the clause that holds schools and parents accountable for carrying out the provisions delineated in a students individualized education program (IEP); it also operates as a rational that determines the appropriate phases to resolve discrepancies between disagreeing parties. INCORPORATION OF FEDERAL LAW: SPECIAL EDUCATION TENANTS UNDER IDEA (REV, 2004)
  5.  Home-School Placement  Principle of Natural Proportions  Restructuring Teaching and Learning  Age and Grade Appropriate Placements (Turnbull, 2013) CHARACTERISTICS OF INCLUSION
  6.  Eliminating the Continuum of Placements  Increasing the Amount of Time in General Education Classrooms RESEARCH INTO INCLUSION (Turnbull, 2013)
  7. Our team of multidisciplinary experts has arrived at two general recommendations: GENERAL RECOMMENDATIONS - The Effective Promotion of Student Self-Advocacy - Wrap-Around Services
  8.  Students with disabilities must be given equal opportunities to participate in their education  These students are often dismissed from all educational planning on their part  Student Self-Advocacy must be employed at school THE EFFECTIVE PROMOTION OF STUDENT SELF-ADVOCACY
  9.  These services will help to meet the needs of students with disabilities  The school must identify the needs of students with disabilities  Our school must strive to provide all services necessary to ensure success WRAP-AROUND SERVICES
  10. GENERAL EDUCATION SPECIFIC RECOMMENDATIONS (1) Maximizing Positive Educational Outcomes for Students with Autism Positive Behavioral Support (PBS) “Systems-level, problem-solving- oriented, data-based approach to reducing problem behavior; improving appropriate behavior; and achieving important academic, social, and communication outcomes” (Turnbull, Turnbull, Wehmeyer, & Shogren, 2013). Buddy Program This program will involve the pairing of students with autism with peers without disabilities and serve to bolster students’ social skills.
  11. GENERAL EDUCATION SPECIFIC RECOMMENDATIONS (2) Enhancing the Academic and Social Experiences of Students with Specific Learning Disabilities Curriculum Planning Process that helps teachers and IEP teams “identify those points in the curriculum at which students with disabilities should receive instruction that is based on their unique learning needs” (Turnbull, Turnbull, Wehmeyer, & Shogren, 2013). Partnership strategies These serve to promote self- efficacy among students with specific learning disabilities. Successful professional- family/student partnerships should include frequent meetings of general education teachers, special education teachers, IEP teams, families, and students.
  12. GENERAL EDUCATION SPECIFIC RECOMMENDATIONS (3) Students with Emotional and Behavioral Disorders Active involvement on the part of general education teachers in the process of determining appropriate student IEPs and wrap-around services The partnering of general education teachers and the IEP teams of students with emotional and behavioral disorders (EBD) can help to ensure that the individual educational needs of students with EBD are met. Classwide Peer Tutoring (CWPT) “Evidence-based peer- mediated practice that supports students with EBD to have positive peer interactions” (Turnbull, Turnbull, Wehmeyer, & Shogren, 2013).
  13.  Thinking about my role with all students as synonymous with the duties of an ambassador, this is particularly significant when working with students on the autism spectrum1.  Students with autism need to have dependable advocates due to the fact that the manner in which they process and communicate their experience is radically different from a student without a disability. Thus, in order to acknowledge the correct type of services a student may need, I am required to have a thorough knowledge of each child’s particular proclivity for unique communication; ignoring these moments of earnest communication as the “non -sense” of an autistic child does nothing in the way of helping them progress socially or academically —that requires services to enhance communication. Because of this need, I would recommend that I meet with the family of the student with autism often to understand the development of language and plan the scouting out of resources around those developments.  Ron Suskind wrote an astute piece in the Times describing his son’s desire to communicate despite his different mode of expressing such thought: “That desire to connect has always been there as, the latest research indicates, it may be in all autistic people; their neurological barriers don’t kill the desire, even if it’s deeply submerged. And this is the way he [Owen] still is — autism isn’t a spell that has been broken; it’s a way of being. That means the world will continue to be inhospitable to him, walking about, as he does, uncertain, missing cues, his heart exposed. But he has desperately wanted to connect, to feel his life, fully” ( Suskind 1). SOCIALLY WORKING WITH STUDENTS ON THE AUTISM SPECTRUM
  14. Establishing transparent and accountable relationships between inter-institutional systems that interact with student • In Exceptional Lives, Turnbell et al. write that current college students had listed “forming relationships with instructors, university or college support staff, friends, and mentors” as one of the seven most important skills needed for ensuring success in college (118). How does the social worker form these relationships • The simple truth of the matter is that the social worker acts as knowledgeable advocate for the student with the disability. This advocacy can take the shape of ensuring that when the student needs any type of support that the social worker acts as the means to satisfy that end.. Where would the verification for this strategies impact on a student’s improvement both educationally and socially? •The proof that social workers do have an impact in the lives of students would depend upon the the extent to which the student with the disability is able to be accommodated through the following services that a social worker can provide: family support, cultural understanding in relation to instructional delivery, and the wherewithal to locate the necessary recourses for the student. ADVOCATING FOR STUDENTS WITH SPECIFIC LEARNING DISABILITIES: A SOCIAL WORKER’S APPROCH TO DEVELOP ACADEMIC AND SOCIAL EXCELLENCE
  15. ADDRESSING STUDENTS WITH EBD AT SENN: STRIKING A BALANCE  Given that we are familiar with EBD, one of the most important things that need to be addressed, and where social work can make a substantial impact, are the systemic factors that lead a student to develop these behaviors of anxiety, aggressive external behavior, or deceitfulness, theft, and the like (152-153)1. These systemic environmental and familial factors are manifested in the microcosm that is the student. Knowing that poverty is highly associated with EBD, my responsibility as a social worker would be to work with the family to seek out any type of assistance in the form of housing, food, transportation, medical services, etc. Because all of these factors directly affect the academic and social skills of student, I would advocate that such services are for the benefit of the students mental well-being and ought to be considered as subsidiaries under IDEA/ section 5042. And while we are doing fairly well in comparison to district averages, our suspension rate of 50% per every 100 students is unacceptable if we are striving to keep students in places where they can learn.
  16.  Physical therapy can be useful to students with Autism for several reasons:  Treat motor function impairments  Musculoskeletal system issues  Fitness programs  Posture PHYSICAL THERAPY AND AUTISM
  17.  Physical therapy used mostly for musculoskeletal disorders and other forms of physical impairment  Physical Therapists can be useful in dealing with SLDs by providing background information and perspective on students with specific learning disabilities PHYSICAL THERAPY AND STUDENTS WITH SPECIFIC LEARNING DISABILITIES
  18.  Physical activity helps reduce stress  Develop exercise routines  Help teachers reduce stress PHYSICAL THERAPY AND STUDENTS WITH EMOTIONAL-BEHAVIORAL DISORDERS
  19.  What needs to be put into place at Senn High School:  General Education:  Buddy Program  Partnership Strategies  Class-wide Peer Tutoring  Social Worker:  Knowledgeable Advocate  Ensure Necessary Resources In Place For Struggling Students  Social Worker Resources for Students With An EBD  Physical Therapist:  PT A Must In Senn!  Resources To Develop Exercise Routines CONCLUSIONS
  20. Image Credit s :  http:// w w w . w i z ar d c r af t .n et / S en n/ i m ag e s/ s en nh s 1. g i f  http:// st a t i c . d dm c dn . c om /g i f / f in an c i al - a i d - s tu d en t s- w i th - di s ab i l i t i es - 1. j p g  http:// s pe c i a l e dpo s t . c om / w p - c on t ent /u p l o a ds / 2012/ 11/ h er_ ym c a 052809_ 69744c . j pg  https:/ / w w w . r ea l g ap . c o .u k/ s i t e s/ d ef au l t /f i l e s/ i m ag e c ac h e/t r i p_ p i c s_ l i gh t bo x/ t r i p/ p i c s / g al l er y - 3-chin a -m a rt i al - a rt s . j pg  http:// w w w . s l at e . co m / co nt en t/ d am/ s l at e/ ar t i c l es / bu s i n es s /t h e_ d i s m al _ s c i en c e/ 2012/ 01/ 1201 05_DS_go o d T ea ch er . j pg . CR OP . r e ct an g l e 3 - l a rg e . j pg  http:// ww w. soc i al work er s. or g/ a r ch iv es/ a dvoc a c y/u p da tes/ 1997/ id ea . htm Resour c es :  Boyse , K. (2012, November 1). Univer s i t y of Michi g an Heal th Syst em . Learn i n g Disab i l i t i es : Your Child: . Retri ev e d June 13, 2014, from http:// w w w . m ed . um i ch . e du/ yo u r ch i l d/ to p i c s / l d . ht m  Meli s s a Roder i c k , Thomas Kell ey - Kempl e , Courtney M. Thompso n . "Getti ng On -Trac k: Under st a n di n g Freshm an Perform an c e at Senn . " ccsr.u c h i c ag o . edu , 2013. Web. 10 June 2014  Physi c al Activ i t y Redu c es Stres s | Anxi et y and Depr es s i on Assoc i at i on of Ameri c a , ADAA. ( n.d.) . Physic al Activ ity Redu c es Stress | Anxiety and Depr ession Assoc iation of Americ a , ADAA. Retriev e d June 13, 2014, from http:// w w w . a da a. o r g/ un d er s t an di n g - an x i et y/ r e l at e d - i l l n es s es / ot h er - r e l at e d - condi t io n s / st r es s / ph y s i c a l - ac t i v i t y -r e du c es - st  Turnbu l l , A. P. (2013) . Except i on a l Lives: Spec i a l Educat i o n in Today ' s Schoo l s (7 ed.) . Englewo o d Cliff s , N.J.: Merri l l .  Vann , M. (n.d. ) . How Physi c al Ther apy Hel ps Autist i c Childr en - Autism Center - Everyday Healt h . Everyda yH ea l th . co m . Retri ev ed June 13, 2014, from http:// w w w . ev e r yd ayh e al t h . c om / aut i sm / ph ys i c al - therapy . a s px RESOURCES

Notas del editor

  1. Turnbull, A. P. (2013). Exceptional Lives: Special Education in Today's Schools (7 ed.). Englewood Cliffs, N.J.: Merrill, (39-40).
  2. Turnbull, A. P. (2013). Exceptional Lives: Special Education in Today's Schools (7 ed.). Englewood Cliffs, N.J.: Merrill, (40).
  3. Frederick Streeck, executive director for the School Social Work Association of American, defines our duties as “Our niche as school social workers is to help with the home connection and the community connection as much as possible. Making home visits, giving parents an overview on how things are going, referring to agency services, that sort of thing, those are the places where school social workers can start, but then they’re also doing much more in-classroom as well.”
  4. 1 Turnbull, Ann P. "Understanding Students with Emotional or Behavioral Disorders." Exceptional Lives: Special Education in Today's Schools. Englewood Cliffs, NJ: Merrill, 1995. N. pag. Print. 2
  5. Vann, M. (n.d.). How Physical Therapy Helps Autistic Children - Autism Center - Everyday Health. Retrieved June 13, 2014, from
  6. Boyse, K. (2012, November 1). University of Michigan Health System. Learning Disabilities: Your Child:. Retrieved June 13, 2014, from
  7. Physical Activity Reduces Stress | Anxiety and Depression Association of America, ADAA. (n.d.). Physical Activity Reduces Stress | Anxiety and Depression Association of America, ADAA. Retrieved June 13, 2014, from