TExES Sp'Ed' EC12 Review

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TExES Sp.Ed. EC-12 Review

• Steve Hamman
• skhamman_at_msn.com
• 512-258-4208

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Philosophy of Test

• The educational program is created for the
  student based on individual needs-
• You do not fit the student to an existing
  program-
• The program is modified to align with the needs
  of the student.

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Philosophy of the Test Buzz Words

• Learner Centered
• Least Restrictive Environment
• Age Appropriate
• Equality
• Diversity
• Higher Order Thinking
• Lesson Cycle
• Independent Learner
• Cooperative Learning

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Philosophy of the Test- Buzz Words

• Modifications
• Motivation
• Positive/Proactive
• Evaluation
• Monitoring and Checking
• Authentic Relevant Task
• Legal and Ethical
• Safe and Orderly Environment

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Preparing for the Test

• Notes on taking the test
• Using time efficiently
• Guessing
• Choosing the Best Answer
• Question Sets
• Opinion Questions
• Blooms Taxonomy

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Common Distractions

• An answer might be true, but has nothing to do
  with the reading passage
• The answer is mostly true, but part of it is
  false (often in the last couple of words)
• Strictly limited words are used, such as always
  or never
• The answer is covered in the passage but does not
  fit the question

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Answers Which Can Be Immediately Dismissed

• Prejudice or ethnocentric answers
• Sarcasm of demeaning overtones
• Making an example of a problem child
• Excluding the student

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A Process for Answering Questions

• Remember to use your reading skills Main idea,
  Inference, Self-monitoring,Questions, Clues, Key
  words
• Be sure to read carefully all of the steps. Do
  not add to or take away from the given scenario
• Always think Learner Centered
• What is the learner outcome? What is the teacher
  trying to do?

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Additional Test Taking Tips

• Move straight through the test answering the
  easier items first
• Mark difficult or questionable answers and come
  back to them
• Eliminate any answer option you can before
  guessing
• Circle your answer choices before you bubble in
  the answer sheet

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Four Domains

• Domain 1-Understanding individuals with
  disabilities and evaluating their needs
• Domain 2-Promoting student learning and
  development
• Domain 3-Promoting Student Achievement in English
  Language Arts and Reading and Mathematics
• Domain 4-Foundations and Professional Roles and
  Responsibilities

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Domain 1-Understanding Individuals with
Disabilities

• Typical Human Development
• Types of Development
• Influences on Development
• 4 Stages of Cognitive Development-Piaget
• Sensorimotor- birth to age 2
• Preoperational-age 2 to 7
• Concrete Operational-age 7 to 11
• Formal Operations-age 11 to adult

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Sensorimotor- age birth to 2 Characteristics

• Use senses to interact with environment
• Begin to understand cause and effect
• Understand object permanence
• Use imitation and memory

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Preoperational-age 2 to 7 Characteristics

• Uses symbols and language
• Self-centered thought
• Pre-reasoning
• One directional linear thought

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Teaching the pre-operational child- age 2 to 7

• Use hands on visual aids
• Give brief instructions and use modeling
• Make learning relevant to student experiences
• Avoid long lectures
• Use multisensory approach
• Take field trips make learning authentic and
  meaningful

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Concrete Operational Characteristics

• Concrete reasoning
• Make great strides in learning
• Classifies objects
• Understands concepts of space,mass, volume,
  number and length
• Logical thinking

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Teaching the concrete operational child

• Continue to use visual aids
• Use manipulatives (Math and Science)
• Help students transition from concrete to more
  complex, abstract concepts
• Sequencing and classifying at more complex level
• Use Blooms taxonomy

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Formal Operations-age 11 to adult
Characteristics

• Formal reasoning
• Abstract thinking
• Deductive and Inductive reasoning
• Gender identity becomes more clear
• Anticipation of future outcomes

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Teaching the formal operational child

• Sophistication of visual aids (graphs and
  diagrams)
• Discovery learning
• Higher order thinking
• Problem solving
• Cooperative learning

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Personality Development

• Early Childhood age 0 to 6 years
• Parental closeness very important
• Beginning of self-control and independence
• Developing sense of right and wrong

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Personality Development

• Elementary Grades 6 years to puberty
• Develop independence and reliability
• Interaction with peers more important
• See relationship between work and outcome
• Begin to work toward goals

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Personality Development

• Adolescence
• Who am I?
• Begin looking toward adulthood
• Rejection of parents and authority figures
• Mentoring and role models very important during
  this period

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Development Characteristics of Children and Youth
ages 5-7

• Family is primary source of support
• Share and take turns short quarrels
• Desire teacher affection and approval
• School is positive and exciting
• Eager to participate
• Express emotions freely
• Longer attention span
• Distinguish between fantasy and reality
• Good memory (sequencing)
• Learning to Read period of language development
• Girls ahead of boys in physical development

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Development Characteristics of children ages 8-10

• Adults primary source of support
• Increased competition with peers
• Peer pressure much stronger
• Difficulty handling failure
• Wants warm, friendly relationship with adults
• Question belief systems
• Conform to gender roles
• Prolonged attention span
• Slang and profanity common
• More abstract vocabulary
• Girls continue to be ahead of boys in physical
  development
• Take responsibility for personal hygiene

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Development Characteristics of children ages 11-13

• Rebellion against parents and authority begins
• Peers become more important than adults
• Sexual role becomes a concern
• School is a major social experience
• Lack of self-confidence
• Moody and unpredictable
• Physical changes cause emotional stress
• Assert own value system
• Transition from concrete to abstract thinking
• Problem solving
• Increased vocabulary
• Sexual development
• Boys begin growth spurt

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Development Characteristics of youth ages 14-18

• Conflict between adult and youth
• Preoccupation with acceptance by peer group
• Fewer close friends, more intimacy
• Future plans for career choices
• Strong expression of beliefs and opinions
• Confide in friends more than parents and adults
• Interested in philosophical and political
  problems
• Worries about physical appearance
• Makes long range plans
• Formulates and test hypotheses
• Growth peak for boys
• Complete sexual development

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Types of Disabilities

• Physical or Sensory Disabilities
• Orthopedically Impaired
• Determined by a physician
• Body functions are so impaired that student cant
  be adequately educated without special services
  educational need
• Cerebral Palsy is most common etiology in schools
• Some students have contractures a shortening of
  muscle tendon producing a deformity

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Physical or Sensory Disabilities

• Other Health Impaired
• Determined by a physician
• Chronic or acute health problems which adversely
  affect educational performance educational need
• Includes conditions such as asthma, sickle cell
  anemia, epilepsy-seizure disorder, leukemia and
  diabetes
• ADD and ADHD became included in 1991

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Physical or Sensory Disabilities

• Speech Impaired
• Determined by certified speech and language
  pathologist
• Speech is so impaired that child cannot be
  adequately educated without special services
  educational need
• 3 types of communication disorders
  stuttering,articulation and voice impairment
• Other etiology includes cerebral palsy and cleft
  lip and palate

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Physical and Sensory Disabilities

• Auditorially Impaired
• Determined by otologist or MD
• Serious hearing loss even after corrective
  treatment or amplification
• Certified audiologist required to evaluate
• Cannot be educated without special services
  educational need
• Programs for 0-3 year olds required
• Low incidence disability

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Physical and Sensory Disabilities

• Visually Impaired
• Determined by Ophthalmologist/Optometrist
• Adversely affects educational performance
• No vision or serious visual loss after correction
• Programs for 0-3 year olds required
• Low incidence disability

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Physical or Sensory Disabilities

• Deaf Blind
• Combination of severe hearing and visual losses
  after correction
• Must meet AI and VI criterion
• Causes severe communication, developmental and
  educational problems

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Physical or Sensory Disabilities

• Multiply Disabled
• Does not include deaf-blind
• Any two or more impairments are present
  (MR/SI/OI/OHI)
• Combination causes severe educational problems
• Results in motor deficiencies and sensory
  deficits
• Condition expected to continue indefinitely

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Effects and Characteristics of Physical and
Sensory Impairments

• Physical Disabilities
• Fine and Gross motor problems
• Isolated and feeling of inadequacy
• Limited physical activity
• May be in frequent pain

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Effects and Characteristics of Physical and
Sensory Disabilities

• Chronic Illness
• Miss school frequently
• Feel isolated and inadequate
• Cannot participate in physical activities
• Developmental delays

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Effects and Characteristics of Physical and
Sensory Disabilities

• Blind or Visually Impaired
• Lack of facial expression
• Awkward movements
• Academically delayed
• Emotional stress and anxiety
• Isolation from peers

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Effects and Characteristics of Physical and
Sensory Disabilities

• Hearing Impaired
• Poor articulation
• Chronic attention
• Confusion when given directions
• Attention deficits
• Social skill deficits
• Academic retardation communication is the
  foundation for learning

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Effects and Characteristics of Physical and
Sensory Disabilities

• Speech Impairments
• Unable to comprehend meaningful ideas which have
  been spoken (receptive) - aphasia
• Unable to use spoken words effectively to express
  meaningful ideas (expressive) - aphasia
• 3 Disorders Articulation, Voice
  (Phonation)-vibration of vocal folds, Fluency
  stuttering

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Teacher strategies for Physical and Sensory
Disabilities

• Accept child as they are
• Make eye contact with child when they speak
• Encourage student but dont speak or act for them
• Build self confidence by emphasizing assets
• Encourage participation in group activities

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Characteristics and Etiology of Learning
Disabilities

• Definition
• Student has average or above average IQ and is
  not mentally retarded
• Achievement assessment indicates severe
  discrepancy (more than one standard deviation
  15 points) below intellectual ability in one of 8
  areas oral expression, listening comprehension,
  written expression, basic reading skills, reading
  comprehension, math calculations, math reasoning
  and spelling
• Student has had appropriate learning experiences

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Characteristics and Etiology of Learning
Disabilities

• Disorder of attention
• Perseverance
• Lack of organization
• Difficulty with problem solving
• Perceptual and information processing problems
• Oral Language and Written Language problems
• Reading difficulties
• Mathematics difficulties
• Inappropriate social behavior
• May be unable to control affect (emotional aspect)

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Characteristics and Etiology of Mental Retardation

• Definition
• Determined by psychologist or educational
  diagnostician
• Two or more standard deviations below mean on
  standardized tests
• Exist concurrently with deficits in adaptive
  behavior
• Assessment must specify degree of retardation

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Characteristics and Etiology of Mental Retardation

• Trauma
• Anoxia lack of oxygen at birth
• Metabolic disorders PKU
• Chromosomal anomalies Downs syndrome
• Premature birth
• Environmental influence
• Other factors Drug related, Fetal alcohol
  syndrome

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Levels of Mental Retardation

• Mild 55 69 IQ- has behaviors near norm,
  developmental delays, normal physical appearance,
  self sufficient, has academic skills but
  difficulty with abstract concepts, can hold job
  and needs intentional instruction in social
  skills and how to handle leisure time

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Levels of Mental Retardation

• Moderate IQ 40 54 Has more serious
  developmental delays, can learn self help skills,
  can often hold a job but requires intensive
  training and job coaching, few academic skills
  functional academics, often has motor problems
  and significant communication deficits, requires
  intentional instruction in social skills,
  communication and self-care.

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Levels of Mental Retardation

• Severe IQ 25 39 Has very serious
  developmental delays, long term care is required
  to develop self help skills, significant deficit
  in communication skills, often has multiple
  disabilities, very limited social skills focus
  on quality of life and exposure to age
  appropriate activities

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Levels of Mental Retardation

• Profound IQ 24 and below Extremely
  significant developmental disabilities, few if
  any self help skills, little or no language,
  requires lifetime care, little or no social
  interaction, often self stimulate and self
  mutilate Focus on quality of life and
  participation in age appropriate activities

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Characteristics of Autism

• Definition
• Onset before 30 months of age
• Pervasive lack of responsiveness to others
• Peculiar speech patterns or lack of language
• Disturbances of response to sensory stimuli
• Determined by multidisciplinary team ecological
  assessment with specific recommendations for
  behavior and parent support and training

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Characteristics of Autism

• Delayed onset of language
• Visual-spatial concepts and rote memory are often
  in tact
• Respond to visual symbols and schedules
• Require highly structured routines and schedules
• Often develop ritualistic behavior and self
  stimulating behaviors with objects
• Disruption of environment can cause anxiety
• Significant disturbances to sensory stimuli
  generalized hypersensitivity to hyposensitivity

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Characteristics and Etiology of Emotional
Disturbance

• Definition
• One or more of the following characteristics over
  long period of time and to a marked degree which
  adversely affects educational performance
• Inability to learn which cannot be explained by
  intellectual factors
• Inability to maintain satisfactory relationships
• Inappropriate behaviors in normal circumstances
• Pervasive mood of unhappiness or depression
• Tendency to develop phobias or fears

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Characteristics and Etiology of Emotional
Disturbance

• Must be determined by a psychologist or
  psychiatrist
• Assessment must specify the severity of the
  condition and the functional implications
• Assessment must recommend behavioral
  interventions
• Schizophrenia is included under this disability
  category

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Characteristics and Etiology of Emotional
Disturbance

• Deviant behavior
• Withdrawal
• Uncontrollable outburst
• Extreme dependency
• Blames others
• External locus of control
• Chemical imbalance
• Environmental factors
• Substance abuse
• Trauma sometimes related to abuse

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Characteristics and Etiology of Emotional
Disturbance

• Most severe types of ED include conduct disorder
  resulting in overt aggression, disruptive
  behavior, defiant and hostile
• Anxiety withdrawal type is at the other end of
  the spectrum these students may be very hard to
  reach and are often suicidal

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Consultative Processes and Procedures

• Parent Organizations essential part of the
  educational process
• General Education Staff are required members of
  the ARD committee
• Administrator or designee or required members of
  ARD
• Related Service Personnel provide input to ARD
  committee
• Support Service Personnel provide expertise and
  guidance

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Consultative Processes and Procedures

• Data Gathering
• Informal assessment-teacher observation, parent
  information, classroom activities
• Formal assessment-standardized tests, medical
  records, rating scales
• Reporting Data to parents
• Use specific terms not jargon
• Face to Face meeting is best
• Full disclosure of rights

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Support Services

• Special Ed Counselor liaison between parent and
  school
• Visiting teacher social worker
• School security officers and police
• Community resources and state programs

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Related Services

• Definition developmental, corrective and
  supportive services including transportation that
  are needed for student to benefit educationally
• Types of Related Services Adaptive
  equipment,Vision therapy, Speech
  therapy,Occupational Therapy, Physical Therapy,
  School Health Services, Art and Music Therapy,
  Audiological services,Adaptive PE, Counseling,
  Special transportation and Assistive technology
• Process Service provider conducts an assessment
  on a student and reports the findings to the ARD
  committee which determines if the service is
  needed for the student to make progress on their
  IEP

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Medical conditions

• Medication most common in the school setting
  are anticonvulsants used for seizure disorder and
  psychostimulants used for behavior
  disorders/ADD/ADHD
• Medical Procedures include G-tube, tracheotomy,
  suctioning, catheterization,treatment for
  diabetes and severe allergies

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Learning Theories

• Operant Conditioning BF Skinner
• Cognitive Development Jean Piaget
• Modeling Bandura
• Classical Conditioning Pavlov
• Social Cognitive Learning Theory Vygotskys
• Skinner is the Father of Behavior Modification
  and his work is based on the work of Pavlov

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Formal and Informal Evaluation

• Norm referenced tests
• Score compared to specific reference group
• Age and grade equivalents percentiles
• Criterion referenced test
• No comparison of individuals
• Measures mastery of skills
• TAKS is an example

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Assessment Tools

• Vineland Adaptive Behavior Scale
• Peabody Individual Achievement Test
• Woodcock Johnson Achievement Test
• Stanford-Binet Intelligence Scale
• Wechsler Intelligence Scale for Children-Revised
  (WISC-R)
• Peabody Picture Vocabulary Test

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Assessment Process for Special Education

• Notice to Parents and consent from parents
• Conduct assessments
• Report shared with ARD committee
• If student is eligible for special education the
  info is used to determine current performance
  levels and educational need and type of
  disability
• The report guides development of the IEP
• The report also provides guidance for placement
  and needed services
• Assessment is a continuous process

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Development of IEP

• IEP Team Members
• Parent or adult student
• Administrator or designee
• Regular education teacher
• Special education teacher
• Evaluation staff (if assessment is needed)
• Support and Related Service personnel as needed

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Development of IEP

• Duties of ARD committee
• Review assessment information to determine if
  disability is present
• If yes, is there an educational need that
  requires special education services
• If yes, develop and IEP

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Types of Team Meetings

• Admission Review assessment, determine if
  disability and educational need, develop IEP,
  determine placement and services
• Review annually, review data, determine if
  still eligible for SpEd, develop IEP determine
  placement and services
• Dismissal review data, determine that
  disability no longer exists or educational need
  no longer exists

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IEP Development

• Use assessment to develop IEP goals and
  objectives
• Determine method of evaluation of goals
• Develop timeline of evaluation
• Determine person responsible for evaluation
• Committee accepts IEP before services are
  provided
• If parents disagree, district offers a 10 day
  recess to gather additional info and if still
  dont agree the IEP is implemented and the parent
  may formally appeal the ARD decision and request
  a due process hearing with a TEA hearing officer
• Typically a district will offer mediation when a
  parent requests due process

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Least Restrictive Environment Continuum of
Services

• Regular Classroom
• Inclusion Support
• Resource Classroom
• Self-contained Home campus
• Self-contained Separate campus
• Special Centers
• Hospital Class
• Residential Facilities

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IEP Components

• Effective dates of IEP
• Person responsible for evaluation
• Evaluation criteria
• Annual goals measurable
• Short term objectives
• Amount of time schedule in general ed, special
  ed. and related services
• Specific services to be received
• Extended year services if needed
• Consideration of Assistive Technology
• Modifications and Accommodations
• Type of State assessment
• Transition Plan before age 16
• Behavior Intervention Plan if needed

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Task Analysis

• Specify the main task to be taught
• Identify subtasks at the next easier level
• Treat each subtask as a main task and repeat
• Stop the analysis when a subtask reaches the
  students entry level
• Build the task around each specific student
• Example Teaching toothbrushing or how to tie
  shoes

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Collaboration with Professionals

• Related service providers often have shared IEP
  goals
• The providers collaborate with each other and
  with the classroom staff
• The providers work in the natural environment and
  support classroom and schoolwide activities and
  routines
• Share info and train across environments

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Maslows Hierarchy

• Physical Needs
• Safety Needs
• Group Belonging/Acceptance
• Self Esteem Needs
• Knowledge Needs
• Aesthetic Needs
• Self Actualization

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Diversity Within the Classroom

• Race
• Gender
• Ethnicity
• Socio-economic status
• Values
• Abilities and Disabilities
• Lifestyle of Family
• Learning Style
• Personal Interests

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Accommodating and Supporting Diversity in the
Classroom

• Foster student interdependence
• Allow students to function in heterogeneous
  groups
• Let natural networks of support develop
• Integrate support and related services in the
  classroom keep pull out sessions to a minimum
• Vary group size according to desired outcome
• Organize classroom to accommodate various
  teaching and learning styles
• Provide access to variety of materials and
  equipment

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Enhancing Student Learning

• Use research based instructional strategies
• Learner centered focus
• Developmentally appropriate
• Age appropriate
• Incorporate student interest and learning styles
• Always consider the individual needs of students

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Least Restrictive Environment Considerations

• Inclusion in regular class
• Variety of setting should be considered
• Schooling should occur as close to home as
  possible
• The selected setting should maximize time with
  regular education students
• As progress is made student can move to less
  restrictive setting
• Student should have opportunity to participate in
  extracurricular activities
• Placement should be reviewed at least once a year

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Individual Transition Plan

• Must be developed for all student in SpEd
• Involves long range planning
• An ITP must be in place for all SpEd students by
  age 16
• The focus is on 4 areas employment, education,
  independent living, community and recreation
  activities
• Often involves vocational education
• Carl Perkins Act of 1984 guaranteed access to
  vocational education and services for all students

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Student Behavior and Social Skills

• If a students behavior interferes with his
  learning a Behavior Intervention Plan (BIP)
  should be developed
• A Functional Behavioral Assessment (FBA) should
  be conducted and that determines the function of
  the behaviors of concerns and drives the
  development of the BIP
• The BIP consists of positive behavior supports
  and strategies and consequences. The foundation
  of the BIP is based on the belief that behavior
  is learned and that every behavior serves a
  function
• It should be constantly monitored to determine
  success and revised as needed
• The State of Texas has laws governing the use of
  Time Out and Restraint
• If a student receiving Special Education is
  removed for more than 10 school days a
  Manifestation Determination ARD must be held to
  determine if the behavior that caused the removal
  is related to the students disability. If it is
  then the student cannot be removed to a DAEP and
  the ARD must revise the FBA and BIP and help the
  student achieve success.

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Promoting Student Achievement in Language Arts,
Reading and Math

• Reading approaches
• Basal reading approach
• Phonics approach phoneme/grapheme association
• Linguistic or whole language approach
• Language experience approach
• Individualized reading approach
• Rebus approach Picture words
• Multisensory approach
• High interest low vocabulary approach

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Promoting Student Achievement in Language Arts,
Reading and Math

• Written Expression
• Handwriting
• Functional and Creative written expression
• Language Experience approach
• Vocabulary Development
• Content Development
• Structure Development

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Promoting Student Achievement in Language Arts,
Reading and Math

• Math
• Classification
• Ordering
• One to One Correspondence
• Counting
• Place Value
• Operations
• Use of manipulatives is an essential tool in
  teaching students with disabilities

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Legal Foundations of Special Education

• Public Law 94-142 passed in 1975 and was the
  Education for the Handicapped law
• Reauthorized in 1990 and became IDEA
  Individuals with Disabilities Education Act
• Both laws assured a free public education for all
  students regardless of disability, trained
  teachers, parent involvement, least restrictive
  environment, identification of learning
  disabilities, child find and an IEP for all
• The law provided FAPE for all students with
  disabilities ages 3-21 and 0-3 programs for VI
  and AI students

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Legal Foundations of Special Education

• Section 504 Rehabilitation Act of 1973
  prohibits any person with a disability being
  denied participation and access to any program
  which receives federal funds
• PL 101-336 ADA Americans with Disabilities
  Act is a civil rights law which protects the
  right of all persons with disabilities and also
  provides accommodations
• FERPA Family Educational Rights and Privacy Act
  provides the right of inspection and review of
  records by parents and students

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Rights of Parents of Students with Disabilities

• Written notice and consent before assessment
• Inspect and review all assessments
• Be assured that child will be tested and
  instructed in native language
• Right to and Independent Evaluation if they
  disagree with school evaluation
• May request mediation or due process
• Receive copies of Procedural Safeguards and
  Rights annually