Special Education Professional Development #4
Find a date… (2 minutes)
Movie Date
SLD (p. 1-2)
Autism (p. 3)
ID (p. 4)
OHI (p. 5)
ED (p. 6)
Your date
SPECIFIC LEARNING DISABILITY (SLD)
1.
SLD is a disorder in 1 or more of the basic psychological processes involved in: 1)
2.
These affected psychological processes include:
1)
2)
3)
4)
5) Association, conceptualization
6) Expression
3.
Which manifests itself in impaired ability to:
2) ________________
1) Think
2) Listen
3)
4)
5)
6)
4.
These affected psychological processes include:
1)
2)
3)
4)
5) Association, conceptualization
6) Expression
5.
What are the most common eligibilities (or psychological processes)
at Plasencia ES:
1)
2) Auditory
3)
6.
Learning and Attention
7.
A) ______________________ shows up as hyperactive behavior, forgetfulness, distractibility, and poor organizational skills
B)
_____________________ plays out as slow progress in basic academic skills
T/F: You CAN distinguish between learning and attention
8.
How can we help students with SLD in the area of attention? What are some of tips from our 5 th grade student?
Strategy
1. Do you have my attention?
2. Am I distracted or not distracted
enough?
3. Do I have excess energy while I
am sitting still?
4. Are you teaching me or
interrogating me?
5. Give me the right kind of
attention!
9.
How to implement/notes
Learning and Auditory: Students with APD may have difficulties in:
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Special Education Professional Development #4
1.
2.
3. Telling the difference between similar sounding speech
10. In school, children with APD may difficulties in:
1.
2.
3. Verbally presented information
11. Students with APD will do well in school if
1. Performance does not rely on _____________
2. If they know what is expected of them





11. Accommodations/modifications for students with APD: School age children
Combine _________ with __________
Ask that teachers and others make it physically, visually or audibly clear when they are about to begin
Have a note-taking buddy who will make sure that information was understood;
Request seating close to teacher;
Have child repeat back information or instructions to build comprehension skills
12. Learning and Visual
1) visual discrimination:
The Skill—Using the sense of sight to notice and compare the features of different items to distinguish one item from another.
Difficulties Observed
Seeing the difference between two similar Letters, shapes or objects
Noticing the similarities and differences between certain colors, shapes and patterns
Types of Helpful Strategies
Clearly space words/problems on a page.
Anticipate c______________ and point out examples of correct responses
2) visual figure – ground discrimination:
The Skill—Discriminating a shape or printed character from its background.
Difficulties Observed
Finding a specific bit of information on a printed page full of words and numbers
Seeing an image within a competing background
Types of Helpful Strategies
Practice with ‘find the item’ challenges, such as “______________?”
Use an index card or marker when reading to blot out distraction of other words.
Highlight useful information while reading.
3) Visual Sequencing
The Skill—The ability to see and distinguish the order of symbols, words or images.
Difficulties Observed
Using a separate answer sheet
Staying in the right place while reading a paragraph. Example: skipping lines, reading the same line over anover
Reversing or misreading letters, numbers and words
Understanding math equations
Types of Helpful Strategies
Combine reading with O__________ P__________ and Color code written instruction.
Autistic Like Behaviors
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Special Education Professional Development #4
In order to qualify for Autistic behaviors – student must exhibit _______ or more of the following:
1.
An inability to use ___________ & __________ language for appropriate communication and social
interaction
2.
History of extreme withdrawal relating to people inappropriately & continued impairment in
social interaction from infancy to childhood
Obsession to maintain sameness such a resistance to environmental changes or daily routines
Extreme preoccupation with objects or inappropriate use of objects or both
Extreme resistance to control
Displays peculiar mannerism and patterns such as repetitive activity, & stereotype movement
Self-stimulating ritualistic behaviors
3.
4.
5.
6.
7.
How can we help students with Autism
Strategy
1. Keep it
structured:
2. Use visuals:
How to implement/notes
Establish a routine because students in the spectrum thrive in routine.
3. Use
Schedules:
4. Reduce
distractions:
5. Use concrete
language
6. It’s not
personal
7. Transitions:
8: Establish
independce:
9. Rewards and
consequences
10. Teach with
lists:
11. Don’t
sweat the small
stuff:
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Special Education Professional Development #4
Intellectual Disability (ID)
An Intellectual Disability…
1. Is a student who has significantly below average general intellectual functioning existing concurrently with
deficits in adaptive behavior and manifested during the developmental period, which affects the students’
educational performance.
2. The student demonstrates significantly below average intellectual ability
3. The student demonstrates deficits in two or more adaptive behaviors (communication, home living,
community use, health and safety, leisure, self-care, social skills, self direction, functional academics, and/or
work.
4. The deficits were manifested during the D___________ P_____________.
5. The deficits affect the student’s educational performance and require special education to meet the student’s
needs.
How to help students with ID
Strategy
How to implement/notes
1. Recognize
that you make a
difference with
this student’s
life
2. Be an active
participant in
student’s IEP
3. Provide
accommodations
4. Be as
concrete as
possible
5. Go step by
step
6. Give
immediate
feedback
7. Help student
learn life skills
8. Address
social aspect of
school
9. Communicate
with your
student’s parents
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Special Education Professional Development #4
Other Health Impairment (OHI)
Student with OHI eligibility has limited strength and vitality or alertness due
to chronic or acute health problems, which adversely affects the students’
academic performance. For example…
1. A______ ______
2. S______
3. E______
4. C______
5. Recovering from a surgery
and many more…
How to help student with OHI eligibility…
.
Refer to student’s IEP because
eligibilities and accommodations will
vary!
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Special Education Professional Development #4
Emotional Disturbance (ED)
Emotional Disturbance…
Is a student that shows one or more of the following
Characteristics over several Situations that has existed over
a long period of time ,which affects the students’
Educational performance:
1. An inability to learn which cannot be explained by Intellectual, sensory or other health factors. For Example:
disorganized thought process, Schizophrenia, distorts reality, or underlying Psychiatric disorder.
2. An inability to build or maintain satisfactory Interpersonal relationships with peers and teachers
3. Inappropriate types of behavior under normal Circumstances (fear, anxiety)
4. General pervasive mood of u_________ or d__________
5. Tendency to develop physical symptoms or fears associated with personal and school problems.
How to help students with ED…
Strategy
1. Learn about
student’s mental
health
2. Learn about
student’s
strengths
3. Remember
they’re kids first
4. Support the
student’s
inclusion (we
skipped this on
our movie 
How to implement/notes
Emotional disturbances, by their very nature, can make it difficult for people to
build or maintain satisfactory interpersonal relationships. You can support the
student with an emotional disturbance in subtle but meaningful ways,
especially during group work, cooperative learning activities, peer interactions,
and team projects. There may also be times to let the student work alone, take
a break, or have a hall pass for some quiet time apart.
5. set clear
behavioral rules
and expectations
6. Provide
accommodations
7. lastly, join
student’s IEP and
communicate
with student’s
parents
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