Transcript My Online Coursework Experience

Theories and Approaches
to Working with Students
with Mild Disabilities
Week 05: Week of February 10, 2002
Overview of Students with Mild Disabilities
•Read Henley, Chapter 5.
•Do the fourth set of postings (Week 05).
21-Jul-15
1
University of St. Thomas EDUC 5345
Week 05 – Advance Organizer
Overview of Students with Mild Disabilities
When this chapter is completed, the student will be able to:
1.
2.
3.
Compare noncategorical and cross-categorical
identification of students with mild disabilities.
Discuss generalities that can be made about student
with mild disabilities.
Make comparisons about students with mild versus
severe learning and behavioral disabilities.
Continued…
Adapted from Henley, Ramsey and Algozzine
21-Jul-15
2
University of St. Thomas EDUC 5345
Week 05 – Advance Organizer
4.
5.
6.
7.
Make comparisons about students served in special
education under IDEA, and protections given by
Section 504 of the Rehabilitation Act and the Americans
with Disabilities Act (ADA).
Discuss organic and environmental causes of mild
learning and behavioral disabilities.
Describe special populations at-risk of educational and
school failure.
Discuss social programs for students at-risk.
Continued…
Adapted from Henley, Ramsey and Algozzine
21-Jul-15
3
University of St. Thomas EDUC 5345
Week 05 – Advance Organizer
8.
Explain the due process procedures that must be
followed when making decisions about who will receive
services in special education.
9. Identify student behaviors required for success in the
regular classroom.
10. Discuss common learning and behavioral
characteristics of students with mild disabilities.
11. Identify strategies for modifying classroom instruction.
Adapted from Henley, Ramsey and Algozzine
21-Jul-15
4
University of St. Thomas EDUC 5345
Week 05 – Key Principles of IDEA ‘97
Reviewing these again…
•
•
•
•
•
Maintain high expectations for all students
Build on students’ strengths, learning styles
and interests
Provide access to the general education
curriculum (TEKS)
Include all students in the accountability system
Provide transition planning beginning
at least by age 14 (beginning with the
end in mind)
21-Jul-15
5
University of St. Thomas EDUC 5345
Week 05 – 8 Components of IEPs
1. Present Levels of Performance (PLOPS)
2. Transition Needs and Services
3. Measurable Annual Goals (including
STOs/Benchmarks)
4. Special Education and Related Services,
Supplementary Aids and Services, and
Program Modifications and Other Supports
5. Frequency, Location and Duration
of Services
21-Jul-15
6
University of St. Thomas EDUC 5345
Week 05 – 8 Components of IEPs
6. Progress toward Annual Goals
7. Participation in District and Statewide
Assessments
8. Participation with Nondisabled Children in
Extracurricular and Other Non-Academic
Activities in the Least Restrictive Environment
21-Jul-15
7
University of St. Thomas EDUC 5345
Week 05 – Planning for the Future
Graduation Requirements:
•
•
•
Minimum High School Program
Recommended Program
Distinguished Achievement Program
College Entrance Requirements:
•
•
Percentile Rank
SAT/ACT Scores
21-Jul-15
8
University of St. Thomas EDUC 5345
Week 05 – Reasons Why Students With
Learning Disabilities Leave High School
Reasons for Leaving School
% of LD Adolescents
High school diploma
Certificate of completion
Reached maximum age
Dropped out of school
Status unknown
49.7%
10.8%
0.5%
21.3%
17.7%
Total
100%
U.S. Department of Education 1994
21-Jul-15
9
University of St. Thomas EDUC 5345
Week 05 – Stages of the IEP Process
Referral Stages
Assessment Stages
1
2
3
4
Prereferral
Activities
Referral and
Initial Planning
Multidisciplinary
Evaluation
Case Conference or
IEP Meeting –
Writing the IEP
Instruction Stages
5
6
Implementing the
Teaching Plan
Monitoring the
Student’s Progress
Adapted from Cases in Learning and Behavior Problems: A Guide to Individualized
Education Programs, by J. Lerner, D. Dawson, and L. Horvath, 1980.
21-Jul-15
10
University of St. Thomas EDUC 5345
Week 05 – How Do Former Special
Education Students Fare As Adults?
Employment Status:
The unemployment rate for young adults with
disabilities who have been out of school for 3 to 5
years is 36.5%, but nearly 1 in 5 state they have
given up looking for work (NLTS).
Between one-half and two-thirds of young adults with
disabilities who are employed work in
part-time jobs.
Continued…
W.L. Heward, Exceptional Children, 6e, © 2000 Prentice-Hall, Inc.
21-Jul-15
11
University of St. Thomas EDUC 5345
Week 05 – How Do Former Special
Education Students Fare As Adults?
Wages and Benefits:
Median hourly wage for all youth with disabilities was
$5.72, less than $12,000 per year for full-time,
year-round employment (NLTS).
Of all youth with disabilities who had jobs 3 to 5 years
after school, only 40% earned more than $6.00 per
hour (NLTS).
Continued…
W.L. Heward, Exceptional Children, 6e, © 2000 Prentice-Hall, Inc.
21-Jul-15
12
University of St. Thomas EDUC 5345
Week 05 – How Do Former Special
Education Students Fare As Adults?
Wages and Benefits:
The average hourly pay for individuals with mental
retardation who were working in sheltered
workshops 3 years after graduating from high
school was $1.59 (Frank & Sitlington, 1993).
Less than half of employed youth with mental
retardation receive health insurance,
sick leave, or vacation benefits
(Frank & Sitlington, 1993).
Continued…
W.L. Heward, Exceptional Children, 6e, © 2000 Prentice-Hall, Inc.
21-Jul-15
13
University of St. Thomas EDUC 5345
Week 05 – How Do Former Special
Education Students Fare As Adults?
Postsecondary Education:
Only 27% of young adults with disabilities who had left
high school had enrolled in post-secondary
education programs within 3 to 5 years, compared
to 68% of the general same-age population
(NLTS).
Continued…
W.L. Heward, Exceptional Children, 6e, © 2000 Prentice-Hall, Inc.
21-Jul-15
14
University of St. Thomas EDUC 5345
Week 05 – How Do Former Special
Education Students Fare As Adults?
Living Arrangement and Community Participation:
Only 37% of youth with disabilities who have been out
of high school for 3 to 5 years were living
independently, compared to 60% of the general
population (NLTS).
56% of adults said their disabilities prevented them
from moving about the community, attending
cultural or sporting events, and socializing
with friends outside their homes
(Louis Harris & Associates, 1986).
Continued…
W.L. Heward, Exceptional Children, 6e, © 2000 Prentice-Hall, Inc.
21-Jul-15
15
University of St. Thomas EDUC 5345
Week 05 – How Do Former Special
Education Students Fare As Adults?
Overall Adjustment and Success:
Four out of every five former special education
students still have not achieved the status of
independent adulthood after being out of high
school for up to 5 years (NLTS).
W.L. Heward, Exceptional Children, 6e, © 2000 Prentice-Hall, Inc.
21-Jul-15
16
University of St. Thomas EDUC 5345
Week 05 – Transition and the IEP
Each IEP Must Include:
•
•
Beginning at age 14
A statement of the transition service needs
of the child… that focuses on the child’s
course of study such as participation in:
•
•
•
21-Jul-15
Required courses for graduation
Advanced placement courses, or
Vocational education programs
17
University of St. Thomas EDUC 5345
Week 05 – Statement of Needed Transition
Services (Individual Transition Plan)
•
•
•
Developed prior to IEP meeting for students age 16 or
younger as appropriate
Consists of a coordinated set of activities based on
student’s needs and interests
Includes activities in the areas of:
•
•
•
•
•
•
Instruction
Community experiences
Development of employment objectives
Other post-school adult living objectives
Acquisition of daily living skills, if appropriate
Functional vocational assessment, if appropriate
21-Jul-15
18
University of St. Thomas EDUC 5345
Week 05 – Statement of Needed Transition
Services (Individual Transition Plan)
•
•
Should include a statement of the reason
services are not needed and the basis on which
this determination was made
Also includes a statement of each public and
participating agency’s responsibilities or linkages
or both (as appropriate) if the student is leaving
the school setting
21-Jul-15
19
University of St. Thomas EDUC 5345
Week 05
“The transition services identified in the
Individual Transition Plan that are the
responsibility of the school district
shall be noted in the student’s IEP.”
Memorandum of Understanding on Transition Planning, 1990
21-Jul-15
20
University of St. Thomas EDUC 5345
Week 05 – Chapter Summary
Students with mild disabilities are those who receive
services in special education for learning
disabilities, behavior disorders, and mild mental
retardation.
Regardless of the category in which they are receiving
services, these students have similar learning
needs. They tend to be more alike than different.
Because of this, states now deliver services under
noncategorical and cross-categorical systems.
Continued…
Adapted from Henley, Ramsey and Algozzine
21-Jul-15
21
University of St. Thomas EDUC 5345
Week 05 – Chapter Summary
Generalities can be made about mild disabilities.
First, student with mild mental retardation, learning
disabilities, and behavior disorders are the largest
subgroup of students receiving special education
services. In fact, the total group of students with
mild mental retardation, behavior disorders, and
learning disabilities comprise more than half of the
total special education population.
Continued…
Adapted from Henley, Ramsey and Algozzine
21-Jul-15
22
University of St. Thomas EDUC 5345
Week 05 – Chapter Summary
Second, they are served primarily during their schoolage years. Disabilities are often unrecognized
before entering and after leaving school.
Third, the categories for mild mental retardation,
behavior disorders, and learning disabilities are
unreliable. Psychological, educational and social
characteristics of individuals with mild disabilities
overlap. No nationally accepted criteria exist.
Continued…
Adapted from Henley, Ramsey and Algozzine
21-Jul-15
23
University of St. Thomas EDUC 5345
Week 05 – Chapter Summary
Last, students with mild disabilities are most likely to
be placed in the general classroom and in
resource services. Effective collaboration between
general and special education teachers is vital.
Continued…
Adapted from Henley, Ramsey and Algozzine
21-Jul-15
24
University of St. Thomas EDUC 5345
Week 05 – Chapter Summary
Particularly vulnerable populations of at-risk students are
identified: infants, preschoolers and adolescents.
Existing and new compensatory education and
special incentive programs can offset school failure.
School-age students who are not eligible for special
education under IDEA are protected from
discrimination through Section 504 and the
Americans with Disabilities Act. These two acts also
state that reasonable accommodations should be
made when needed to educationally benefit students
who are not eligible for special education.
Continued…
Adapted from Henley, Ramsey and Algozzine
21-Jul-15
25
University of St. Thomas EDUC 5345
Week 05 – Chapter Summary
The inability of some students to keep up and make
successful progress within our education system
results in an increased number of school dropouts
on the secondary level. Failure in school and
failure in life is highly predictable.
Continued…
Adapted from Henley, Ramsey and Algozzine
21-Jul-15
26
University of St. Thomas EDUC 5345
Week 05 – Chapter Summary
More effective teaching practices need to be directed
toward at-risk students throughout their school
careers. More effective collaboration needs to
occur between general education, compensatory
education, and special education. Likewise, these
same efforts must be made among educators and
other professionals, parents and community
service personnel.
Adapted from Henley, Ramsey and Algozzine
21-Jul-15
27
University of St. Thomas EDUC 5345
Week 05 – Generally Accepted
Categorical Descriptions of Students
with Mild Disabilities
Cognitive:
Mildly Retarded: Subaverage intellectually. Eligibility
criteria/ 2 SDs below the mean (50-75 IQ); often
demonstrate short memory span, difficulty transferring
learning, inability to project beyond the present
situation, poor reasoning skills, poor abstract thinking,
attention deficits.
Learning Disabled: Average or above average intellectually.
Mental processing dysfunctions affect thinking and
learning abilities.
Continued…
21-Jul-15
28
University of St. Thomas EDUC 5345
Week 05 – Generally Accepted
Categorical Descriptions of Students
with Mild Disabilities
Academic:
Mildly Retarded: Delayed academically. Demonstrates
expectancy of failure, has slow learning rate, repeats
unsuccessful strategies or behaviors, does not attempt
new tasks.
Learning Disabled: Have processing deficits. Lack
generalization skills, demonstrate learned
helplessness, work slowly on tasks, may or may not
have developed coping skills.
Continued…
21-Jul-15
29
University of St. Thomas EDUC 5345
Week 05 – Generally Accepted
Categorical Descriptions of Students
with Mild Disabilities
Adaptive:
Mildly Retarded: Eligibility criteria specifies poor adaptive
skills. Hyperactive, low tolerance/frustration, easily
fatigued, moral judgment comparable to mental age.
Delayed community-family adaptive skills.
Learning Disabled: Learn to compensate for deficiencies.
Dependency needs. Outer-directed.
Continued…
21-Jul-15
30
University of St. Thomas EDUC 5345
Week 05 – Generally Accepted
Categorical Descriptions of Students
with Mild Disabilities
Social:
Mildly Retarded: Socially and emotionally immature.
Unfavorable self-concept. Lacking in self-esteem.
Susceptible to peer influences.
Learning Disabled: Lack social insightfulness. Poor selfesteem. Susceptible to peer influences. Often feel
inferior but want acceptance.
Continued…
21-Jul-15
31
University of St. Thomas EDUC 5345
Week 05 – Generally Accepted
Categorical Descriptions of Students
with Mild Disabilities
Perceptual-Motor:
Mild Mental Retardation: Delayed developmental skills
affect perception and motor abilities.
Learning Disabled: Impaired perceptual and motor abilities.
Eye-hand coordination problems. Awkward. May lack
orientation skills.
Continued…
21-Jul-15
32
University of St. Thomas EDUC 5345
Week 05 – Generally Accepted
Categorical Descriptions of Students
with Mild Disabilities
Language:
Mild Mental Retardation: Speech/language delayed or
deficient. Poor social communication.
Learning Disabled: Receptive, integrative, and expressive
language difficulties. Deficient processing abilities.
Poor social communication.
Continued…
21-Jul-15
33
University of St. Thomas EDUC 5345
Week 05 – Generally Accepted
Categorical Descriptions of Students
with Mild Disabilities
General Characteristics:
Mild Mental Retardation: Manifest problems adapting to the
environment. Lag behind in most academic areas.
Perform best physical/motor skills.
Learning Disabled: Manifest specific learning problems in
one or two academic areas. May have concomitant
negative behavioral manifestations.
21-Jul-15
34
University of St. Thomas EDUC 5345
Week 05 – Summary of Instructional
Strategies by Functional Domains
Cognitive:
Mild Mental Retardation: Identify stage of cognitive
development. Match teaching style to student level of
development and learning style.
Learning Disability: Teach metacognitive, “how to learn”
skills. Teach study skills.
Continued…
21-Jul-15
35
University of St. Thomas EDUC 5345
Week 05 – Summary of Instructional
Strategies by Functional Domains
Academic:
Mild Mental Retardation: Provide early childhood
education. Teach thinking/problem solving skills.
Teach functional/career skills.
Learning Disability: Teach students self-monitoring
strategies. Analyze products and performance for
learning disability clues.
Continued…
21-Jul-15
36
University of St. Thomas EDUC 5345
Week 05 – Summary of Instructional
Strategies by Functional Domains
Language:
Mild Mental Retardation: Emphasize intuitive skills and high
interest in reading. Use systematic analysis of skills
and progress. Respect cultural differences.
Learning Disability: Utilize alternative to phonics such as
whole language and right hemispheric activities.
Identify specific language processing deficits and teach
coping skills.
Continued…
21-Jul-15
37
University of St. Thomas EDUC 5345
Week 05 – Summary of Instructional
Strategies by Functional Domains
Social:
Mild Mental Retardation: Emphasize activities to build
confidence and self-esteem. Teach social skills.
Learning Disability: Teach social perception skills.
Teach social behavioral skills.
21-Jul-15
38
University of St. Thomas EDUC 5345
Week 05 – School Category Machine
“Oh dear, some of these kids don’t fit into the categories”
“No problem – we’ll just stuff’em in.”
21-Jul-15
39
University of St. Thomas EDUC 5345
Week 05 – Common Characteristics
of Students with Mild Disabilities
The following characteristics will vary from one student to
another but are generally the same across the
categories of mild mental retardation, behavior
disorders,and learning disabilities. They are clustered
under psychological, educational, and social
characteristics.
Psychological Characteristics
•
•
•
•
Mild disability undetected until beginning school years
Cause of mild disability is difficult to detect
Physical appearance the same as students in full-time
regular education
Poor self-concept
Continued…
21-Jul-15
40
University of St. Thomas EDUC 5345
Week 05 – Common Characteristics
of Students with Mild Disabilities
Educational Characteristics
•
•
•
•
•
•
•
•
Lack of interest in school work
Prefer concrete rather than abstract lessons
Weak listening skills
Low achievement
Limited verbal and/or writing skills
Right hemisphere preference in learning activities
Respond better to active rather than passive learning
tasks
Have areas of talent or ability that are overlooked by
teachers
Continued…
21-Jul-15
41
University of St. Thomas EDUC 5345
Week 05 – Common Characteristics
of Students with Mild Disabilities
Educational Characteristics
•
•
•
•
•
Prefer to receive special help in regular classroom
Higher dropout rate than regular education students
Achieve in accordance with teacher expectations
Require modifications in classroom instruction
Distractible
Continued…
21-Jul-15
42
University of St. Thomas EDUC 5345
Week 05 – Common Characteristics
of Students with Mild Disabilities
Social Characteristics
•
•
•
•
•
•
Experience friction when interacting with others
Function better outside of school than in school
Need adult approval
Have difficulties finding and maintaining employment
after school
Stereotyped by others
Behavior problems exhibited
21-Jul-15
43
University of St. Thomas EDUC 5345
Week 05 – Common Causes of
Mild Disabilities
Environmental
(Exogenous)
Organic and Biological
(Endogenous)
•
•
•
•
Pre-, Per-, and
Postnatal Factors
Interaction
Genetics
Biochemistry
Maturation
•
•
•
•
•
•
21-Jul-15
44
Safety Factors
Nutrition
Toxins
Language and
Sensory Deprivation
Emotional and
Psychological
Factors
Inadequate
Education
University of St. Thomas EDUC 5345
Week 05 – Strategies for Modifying
General Classroom Instruction
Strategy 1
Provide active learning experiences to teach concepts.
Student motivation is increased when students can
manipulate, weigh, measure, read, or write using
materials and skills that relate to their daily lives.
Continued…
21-Jul-15
45
University of St. Thomas EDUC 5345
Week 05 – Strategies for Modifying
General Classroom Instruction
Strategy 2
Provide ample opportunities for guided practice of new
skills. Frequent feedback on performance is essential to
overcome student feelings of inadequacy. Peer tutoring
and cooperative projects provide nonthreatening practice
opportunities. Individual student conferences,
curriculum-based tests, and small group discussions are
three useful methods for checking progress.
Continued…
21-Jul-15
46
University of St. Thomas EDUC 5345
Week 05 – Strategies for Modifying
General Classroom Instruction
Strategy 3
Provide multisensory learning experiences. Students with
learning problems sometimes have sensory processing
difficulties; for instance, an auditory discrimination
problem may cause misunderstanding about teacher
expectations. Lessons and directions that include visual,
auditory, tactile, and kinestheitc modes are preferable to
a single sensory approach.
Continued…
21-Jul-15
47
University of St. Thomas EDUC 5345
Week 05 – Strategies for Modifying
General Classroom Instruction
Strategy 4
Present information in a manner that is relevant to the
student. Particular attention to this strategy is needed
when there is a cultural or economic gap between the
lives of teachers and students. Relate instruction to a
youngster’s daily experience and interests.
Continued…
21-Jul-15
48
University of St. Thomas EDUC 5345
Week 05 – Strategies for Modifying
General Classroom Instruction
Strategy 5
Provide students with concrete illustrations of their
progress. Students with learning problems need frequent
reinforcement for their efforts. Charts, graphs, and check
sheets provide tangible markers of student achievement.
21-Jul-15
49
University of St. Thomas EDUC 5345