SE 6053 Ed Procedures for Mild Disabilities

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SE 6053 Ed Procedures for Mild Disabilities

• Module 1 Organizing for Service Delivery
• Chapter 3
• Approaches to Teaching Learners
• with Mild Disabilities
• Dr. Lewis R. Johnson
• December 1999

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CEC Code of Ethics

• committed to developing highest quality of life
  for children with disabilities
• high level of professional competence
• engage in activities which benefit the disabled
• demonstrate objective professional judgment
• advance own professional knowledge
• uphold disability laws
• uphold CEC professional standards

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The 8 areas of Professional Development

• historical and legal foundations
• characteristics of learners
• assessment
• Instructional content and practice
• planning / managing instructional environment
• managing student behavior
• communication and collaborative partnerships
• professionalism and ethics

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define instruction- click to see definition

• The planning, delivering, and evaluation of
  conditions created by a teacher which addresses
  the unique learning needs of a student or group
  of students which have a strong likelihood of
  changing behavior.

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services- click to see definition

• the setting and the instructional role assumed by
  a teacher or therapist
• examples
• resource services
• self-contained services

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placement- click to see definition

• the physical location of the services

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curriculum- click to see definition
What is taught and learned in the three
domains cognitive psychomotor affective Th
ere are various types of curriculum-
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define related services- click to see definition

• any service which is provided to a student in
  addition to the primary service

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list and define the array of related services

• transportation
• speech therapy
• counseling
• occupational therapy
• physical therapy

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describe the purpose of related services

• related services are those services which a
  student must receive to derive benefit form the
  special education services
• it is critical to understand the to derive
  benefit clause

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define enhanced curriculum-

• A curriculum used in the regular education
  classroom
• which has added features which enhances the
  learning outcomes for students.
• Features include
• guided notes,
• programmed learning
• video support
• advanced organizers
• multiple representations of content

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define functional curriculum-

• A curriculum based on the individuals needs to
  enable the
• independent functioning in social, economic, and
  educational
• settings.
• Examples include
• Strategy instruction,
• Social skills training
• Vocational training

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parallel curriculum-

• A curriculum which teaches the same content as
  the
• general education class but uses different
  materials,
• and may require different levels of performance.
• Examples
• Teaching a grade 9 class a Shakespeare play
• while you are teaching the same play using the
  classic
• comic book as your textbook.

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list 5 elements of effective programs for
individuals with mild
disabilities

• instruction is designed for individual needs
• instruction is based on frequent assessment
• direct instruction in important skills
• collaboration between RE and SE
• teacher behaviors for high on-task success

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describe the SE process from referral to placement

• Pre-referral screening
• Pre-referral intervention/consultation
• Referral
• Assessment
• Determination of Eligibility
• Placement into services
• Reevaluation
• Refer to the SE Due Process /IEP Handbook

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describe Applied Behavior Analysis (ABA)

• Applied behavior analysis as an instructional
  approach begins with task analysis which breaks
  the target behavior into small discreet steps,
  then arranges these steps into a skill sequence.
  The teacher arranges environmental situations
  which elicit the behavior and then the teacher
  reinforces the behavior. The teacher makes
  frequent assessments and data recordings of the
  target behavior. If the student does not perform
  the target behavior, other situations which are
  likely to elicit or reinforce the behavior are
  tried. This works best for teaching social or
  work-study behaviors.

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Describe Direct Instruction

• Direct Instruction is a unified system for
  organizing, planning and presenting instruction.
  It is based on learning theory principles of
  behaviorism, like ABA, and also social learning
  theory through the use of modeling. The
  instruction is teacher directed and can be highly
  repetitive, if needed. Another characteristic of
  DI is the scripted lessons. We should be careful
  not all scripted lessons are good examples of DI.
  Also, Distar or Reading Mastery, highly
  controlled reading systems, are examples of DI.
  Some people equate DI with Distar and dismiss DI
  because they do not like Distar.

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Describe Strategy Instruction

• Some students with mild disabilities do not learn
  through trial and error the most efficient ways
  to get a task done. Strategy instruction uses
  teacher directed lessons to teach specific
  learning strategies for the student to use.
  Teaching a student to self-monitor his on task
  behavior or how to remember a list of names
  through the use of mnemonics are examples of
  strategies.

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describe the Supportive-Preventative
Services Initiative

• The current approach which appears to be
• REI recycled. It posits that prevention is
  better than treatment.

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define and describe the Cascade of Service

• a continuum of services representing varying
  degrees of restrictive ness
• indirect service-
• resource service-
• self-contained-
• day school
• residential school
• home instruction

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list concerns \ problems with pull-out programs

• instructional fragmentation-
• time erosion
• instructional duplication
• accountability issues
• social alienation of student
• isolation of SE teacher

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describe the Regular Education Initiative (REI)

• Proposed by Madeline Will (1986)
• An initiate to merge SE and RE into one unified
  system of services which did not rely on labels
  to ensure the provision of services. It focused
  on increasing the capacity of RE to meet the
  needs of the disabled, while maintaining a
  continuum of services.

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list 5 reasons why REI emerged

• questioning of effectiveness of pullout services
• SE programming fragmented segregated
• SE is based on illogically categorical labels
• SE is not preventative
• SE lacked parent participation
• SE is expensive
• bumper crop of SE children

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list 7 reasons why REI failed

• lack of grass roots involvement of all parties
• one-sided initiative by SE, not RE
• philosophical not research-based
• threat of adopting a teacher-deficit model
• requires greatly increased resources
• increased emphasis on high standards
• lack of a specific cost effective plan to
  implement
• insufficient services will be available

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differentiate between mainstreaming,
LRE, and inclusion

• Mainstreaming- placement in RE
• if able to perform w/o significant assistance
  sink or swim approach
• Inclusion- placement in RE with adaptations and
  modifications as support
• Full inclusion - a policy approach, based on
  the belief that all students should be in RE
• 100 of the students in RE part of the day or
• 100 of the students 100 of the day

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describe a Teacher Assistance Team (TAT)

• A teacher assistance team is a group of teachers
  that could include SE teachers, or SLP therapists
  who talk about a students problem and
  collaboratively think of solutions to the
  problem.

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describe Adaptive Learning Environment Model
(ALEM)
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describe the Integrated Classroom Model
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describe the Success For All Program (S4AP)
(Slavin)
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• Chapter 4
• Communication for Student Success

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Special Class Teacher Model

• This is the traditional service delivery model
  composed of a continuum of pull-out special
  education services. It is used in most school
  districts as the primary means of serving the
  needs of students with disabilities.

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Consulting Teacher Model

• This model places primary responsibility for the
  education of students with mild disabilities on
  the regular education teacher. In Arkansas this
  is equivalent to the indirect service on the IEP.
  The special education teacher supports the RE
  teacher in providing adaptations/modifications in
  the RE classroom.

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Co-teacher Model

• This model of service delivery involves the SE
  and RE teacher working together as professional
  equals to provide instruction to students, some
  of whom have disabilities.
• Refer to handout for co-teaching models.

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describe collaborative teaching - co-teaching
(third model)

• The handout and video contain information on 5
  models
• one teach-one support
• station teaching
• parallel teaching
• alternative teaching
• team teaching
• Connection between models and curriculum types

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define collaborative consultation

• Collaborative consultation occurs between two or
  more individuals who have unique areas of
  expertise and who interact as equals in working
  toward a solution to a problem.
• It is best used as a pre-referral problems,
  behavior problems, or for solving
  curriculum-instruction issues.
• Teacher hurdle help

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describe the role of a consultant

• Problem clarification
• Source of objectivity
• Catalyst for ideas
• Ego support
• documentation of actions (pre-referral)
• Source of expertise -assessment, adaptations
  and modifications

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identify prerequisites to effective consultation

• Communication skills
• Understanding of consultation process
• Consultant credibility - knowledge base
• instruction, behavior management, materials
• Mutual respect with confidentiality
• Opportunity (time) Admin Support

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list and describe the 8 steps of
collaborative consultation

• 1. Establish the relationship - communication
• 2. Gather information- objectivity
• 3. Identify problem- objective, catalyst
• 4. State target behavior
• 5. Generate interventions - select one
• 6. Implement selected intervention
• 7. Evaluate intervention for effectiveness
• 8. End consultation

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list communications skills which facilitate
consultation

• Establish rapport
• non verbal behaviors
• proximity
• eye contact
• smile
• Verbal behaviors
• ice breaker - set collaborative tone
• ask open-ended questions

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list communications skills which facilitate
consultation

• Use clarification statements to reflect interest
  and reduce fuzzy thinking generalizations
• restatements
• paraphrasing

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list communications skills which facilitate
consultation

• Use questioning to maintain focus and objectivity
  
• ask clarification questions
• use choice questions to force choices