Transcript Document 7563239

Special Education 547
Unit Two
Educational Considerations
Kevin Anderson
Minnesota 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
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Reading
Writing
Mathematics
Listening
Speaking
Life Skills Curriculum
• Daily and community living skills
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Vocational
Home and family
Leisure
Community/transportation
Health
Relationships
Social skills
Curriculum in Modified Means of
Communication and Task Performance
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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,
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and activities to be taught through instruction
Benefits
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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
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environment where the student functions
Format
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Domain
Environment
Sub-environment
Activity
Skills
Critical Issues
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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
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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
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Part of special education program
Related service
Supplementary aids and services
Support for staff
Positioning
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Tone
Alignment and stability
Security
Normal posturing
Position changes
Seating
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Pelvic position
Foot support
Upper body support
Negative impact
Positioning and Seating
Issues
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Accessory equipment
Transfer techniques
Location
Mobility
Wheelchairs
 Manual
 Electric
Barrier Issues
• Physical access
• Environmental and material adaptations
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Location
Work surface
Object modifications
Stabilization of equipment
Environmental Control
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Switch use
Point of access
Mounting
Intended purpose
Context
Sensory AT
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Assistive listening devices
Telecommunications
Alert or warning devices
Visual enhancers
Auditory prompters
Continued Study
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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)
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Non-symbolic
Symbolic
Aided considerations
Output methods
Displays
AAC
• Non-symbolic communication
 Form
 Function
 Content
• Symbolic communication
 Unaided
 Aided
Considerations for Aided
Symbolic Communication
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Symbol type
Means of access
Vocabulary and retrieval
Output methods
AAC Considerations
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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
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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
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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
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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
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School liaison
Medical contacts
Maintaining current information
Ensuring health-related programming
Reassuring and supporting teachers and
aids
• Online training needs