Including Students with Disabilities Jacque Hyatt Idaho Department of Education Special Education Bureau (208) 332-6951 The IEP Process Regular Classroom Teacher Parent Referral Student is referred for consideration of evaluation Evaluation and Assessment: testing/data 0 collection Eligibility Determination Special education and related services are needed Develop IEP Special Education Services are started Student Progress reported Annual Review IEP Secondary Transition Skills _____Instruction _____Community Experiences _____Employment Preparation _____Adult Living Preparation _____Daily Living Skills _____Functional Vocational Evaluation Students Name:______________________ ID #:______________________ Activities for Future Outcomes: Transition Service Responsible Party Begin Date 1. Post Secondary Education/Training 2. Employment/Career 3. Community Participation 4. Independent Living 5. Adult Services 6. Other Defining Roles and Responsibilities for Transition Services Delivery Meaningful Employment and Community Functioning Outcomes Employer and Community Support Vocational Rehabilitation Services Parent and Family Support Vocational Education Services Mental Health/ Developmental Disabilities Special Education Services -supervises job placements -provides modifications to site -participates in federal job programs -provides input on business needs -provides input on local support services -provides access to training sites -provides paratransit options -provides independent living options -provides-onthe-job training -provides linkages to postsecondary ed. -provides information on assistive technology -provides funding for job-related services (initial job-site training) -provides vocational evaluation information and counseling -provides assistance on Social Security benefits -facilitates job placement and follow along services -provides case management -provides inservice and community education -participates in IEP -encourages age appropriate behavior and skills -fosters independence -plans early for community services -actively participates in selection of IEP goals -conducts home training -advocates for full community integration of children -supports student’s work and living preferences -promotes postsecondary education or training -becomes informed of the legal rights of people with disabilities -participates in IEP and vocational program adaptations -provides Tech Prep program for all students -locates vocational training sites -provides specific vocational skill training -assists in the collection and analysis of vocational evaluation data -supervises all workstudy programs -provides counseling on required vocational preparation -cordinates Education for Employment -participates in IEP -provides independent living supervision -provides emergency services -provides case management -provides information on medical and Social Security benefits -provides treatment, counseling, advocacy, and follow-along support services -provides inservice and community education -provides protective placement and extended care -provides evaluation -integrates all students into all appropriate school programs -provides systematic, relevant, and longitudinal vocational, domestic, leisure/ recreation, and community functioning education -coordinates the collection and analysis of evaluation data for program improvement -coordinates transition planning services in school and community -provides inservice and community education -develops multi-agency transition IEP’s COMMON DILEMMAS IN DESIGNING CLASSROOM ACTIVITIES THAT ACCOMMODATE DIVERSE LEARNERS The concept of teaming isn’t expected or promoted We are encouraged as teachers to perform autonomously We enter into our new relationships without defining roles and expectations We don’t have a common language to discuss curricular adaptations We don’t use a common decision making process for selecting curricular adaptations We lack time to devote to mutual planning Lessons/activities are often already planned before professionals have a chance to discuss how students with diverse learning needs will be accommodated We often resort to parallel activities that are separate from and extraneous to activities engaged in by other class members, rather than true inclusion in order to have “something for the student to do” We often rely upon the use of paraprofessionals for an “on the spot adapting” rather than having a clear vision of the student’s participation Critical Areas for Accommodation/Adaptation Textbooks Testing Grading Teaching Style EXAMINE THE STRUCTURE OF THE INSTRUCTION 1. CAN THE STUDENT ACTIVELY PARTICIPATE IN THE LESSON WITHOUT MODIFICATIONS? WILL THE SAME ESSENTIAL OUTCOME BE ACHIEVED? 2. CAN THE STUDENT’S PARTICIPATION BE INCREASED BY CHANGING THE INSTRUCTIONAL ARRANGEMENT? From traditional arrangements to: Cooperative groups Small groups Peer partners Peer or cross-age tutors 3. CAN THE STUDENT’S PARTICIPATION BE INCREASED BY CHANGING THE LESSON FORMAT? Interdisciplinary/thematic units Activity-based lessons, games, simulations, role-plays Group investigation or discovery learning Experiential lessons Community-referenced lessons 4. CAN THE STUDENT’S PARTICIPATION AND UNDERSTANDING BE INCREASED BY CHANGING THE DELIVERY OF INSTRUCTION OR TEACHING STYLE? EXAMINE THE DEMANDS & EVALUATION CRITERIA OF THE TASK 5. WILL THE STUDENT NEED ADAPTED CURRICULAR GOALS? Adjusted performance standards Adjust pacing Same content but less complex Similar content with functional/direct applications Adjust the evaluation criteria or system (grading) Adjust management techniques EXAMINE THE LEARNING ENVIRONMENT 6. CAN CHANGES BE MADE IN THE CLASSROOM ENVIRONMENT OR LESSON LOCATION THAT WILL FACILITATE PARTICIPATION? Environmental/physical arrangements Social rules Lesson location EXAMINE THE MATERIALS FOR LEARNING 7. WILL DIFFERENT MATERIALS BE NEEDED TO ENSURE PARTICIPATION? Same content but variation in size, number, format Additional or different materials/devices Materials that allow a different mode of input Materials that allows a different mode of output Materials that reduce the level of abstraction of information EXAMINE THE SUPPORT STRUCTURE 8. WILL PERSONAL ASSISTANCE BE NEEDED TO ENSURE PARTICIPATION? From peers or the general education instructor? From the support facilitator? From therapists? From paraprofessionals? From others? ARRANGE ALTERNATIVE ACTIVITEIS THAT FOSTER PARTICIPATION AND INTERACTION 9. WILL A DIFFERENT ACTIVITY NEED TO BE DESIGNED AND OFFERED FOR THE STUDENT AND A SMALL GROUP OF PEERS? In the classroom In other general education environments In community-based environments Improving Students’ Understanding of Textbook Content by Barbara Flanagan, M.S., Co-Director Training & Technical Assistance Center, Virginia Polytechnic Institute and State University November 1996 Teachers of students with reading disabilities are faced with a challenging situation. Because textbooks continue to dominate the elementary, middle, and secondary curriculum as a major instructional tool, teachers are challenged by how to engage their students in the content even though they lack the necessary reading skills. Complicating the matter, textbooks are often organized in such a way that the task of reading and thinking about them is made unreasonably difficult. Yet today’s students are being required to learn more information than ever before which can lead to an “intellectual bulimia”—memorize and regurgitate and approach learning in a more or less passive manner. The three-phase textbook teaching and learning model, as defined by Jean Cibrowski, is based on cognitive learning theory and offers both special and general educators a new set of practices to utilize so that students with reading disabilities will be more effectively involved in textbook learning. The model has a wide range of applicability, which could potentially reduce the memory demands on students. It involves showing students how they may best learn the new content in three phases: before reading, during reading, and after reading. The following is a brief synopsis of the three phases and some teaching suggestions for each phase. PHASE I: BEFORE READING Giving Weak Readers a “Head Start” General class discussions are not enough. Instead, spark students’ interest by activation prior knowledge and by focusing on the purpose of reading. The time spent in Phase I activities can be viewed as a “head start” and a chance to get students thinking and to spark interest and curiosity in the upcoming topic. SUGGESTIONS FOR PHASE I 1. Select core vocabulary These are words students will likely encounter again or those which are germane to the main idea of the lesson. Present the terms on the board or on paper and ask students to write the definition, if only a guess. Collect and return at the end of Phase III to complete by filling in the correct responses. 2. Written predictions This technique involves the readers by asking them to make guesses about what they think they will learn from reading the passage and what they would like to learn related to the topic. 3. Analogies and visual images This pre-reading strategy helps students make meaningful links between what they will be learning and what is familiar to them. This conjures up mental “pictures” which can help students organize new information which is easier for retention and recall. For example, if the class was about to read a passage regarding a typical school day in Japan, the teacher could lead a discussion to review familiar information about which the students already have—a typical school day in the United States. Teachers should continue to reinforce this type of analogous thinking because it demonstrates that while the students may have poor reading skills they are developing their ability to think abstractly. 4. Concept maps Many teachers are aware of the value of presenting information in a visual format such as the concept map. Used before the reading, concept maps can show students the important concepts and ideas of the chapter and how they are related to one another. Maps can be completed or partially completed so that they fill in the remaining concepts as they are studied. The teacher’s job is to decide which of these techniques is most appropriate given the material to be read and her knowledge of the students. Phase I pre-reading strategies will set the stage for the learners to be more interested in the new content and to be confident in their ability to understand the lesson which is about to be presented. PHASE II: DURING READING Getting Your Students to Become More Active Comprehenders and Thinkers Lecture followed by oral or silent reading is not enough for students with reading disabilities because: Poor readers expend much energy and time struggling with individual words rather than constructing meaning from the text; They over attend to individual words and are less able to utilize the context to predict meaning; Many textbooks are organized so that main ideas are embedded and too many concepts are treated superficially. SUGGESTIONS FOR PHASE II 1. Reciprocal teaching techniques This is a powerful technique because students assume more dominant roles in the learning process. Teachers and students become partners in constructing meaning from the text. This technique generally takes about ten days to teach. During this instructional period, the teacher provides a great deal of modeling. The students eventually assume the role of teacher/leader in summarizing the content and leading a discussion with the other students. During the discussion period, students may ask the teacher/leader for clarification of terms or key points made in the text. A dialogue between the teacher/leader and the other students then follows. Step 1: The teacher must teach that there are four ideas which form the basis of reciprocal teaching—summaries (what they are and when they are useful), questions (why they are important and how to phrase them), clarifications (what they are and how to phrase them0, and predictions(what they are and how to phrase them). Step 2: Assign reading for 10 to 20 minutes (a logical portion of the total Chapter—for example, a section which follows a subheading). Step 3: “Model” by orally summarizing the reading—the main idea, supporting details. “Model” self-questioning—ask: What was the problem? What was the solution? What was the cause? What were the effects? What was the order of events? Clarify ambiguities—ask: What did the word at the bottom of page 4 mean? What did the author mean when he said…? Predict the upcoming section—ask: What will the author say next…? What’s going to happen when…? Once these skills are taught, the students take turns in leading the dialogues on the subsequent portions of the reading assignment. Their skills in summarizing and asking more complex questions improve with practice. 2. Insert This is an active reading technique which calls for the reader to interact with and respond to the text he reads. This is particularly useful when the student is completing a home reading assignment. It helps the student to become more aware of any breakdown in his comprehension and provides a way for him to remember to clarify any ambiguity at a later point, like the next day in class. The technique calls for the student to mark in his book (if he owns it) or on 1 inch x 1-1/2 inch “stickies” as he reads to record his thoughts about points made in the passage. For example, if the student doesn’t understand a particular passage, he might put question marks on the “stickie” and attach it next to the passage. The student can develop his own system of codes for interacting with the text. 3. Mapping strategies Like reciprocal teaching, this strategy should be taught and modeled for the students. Mapping can be more appealing than the traditional note taking because it combines visual or graphic symbols with words. 4. Short summary notes Students can be taught a technique for condensing the main ideas and important supporting details of a chapter by using a tool, which assists them in organizing the key supporting details of a chapter, by using a tool, which assists them in organizing the key points. The teacher “chunks: the reading passages for the students and asks them to record the main ideas and supporting details for each passage on a frame. The students place the title of the passage in the center of the summary frame, two to four main ideas in circles around the title and one to three details under each main idea. 5. Transactional strategy instruction Emphasis here is not only on teaching a variety of strategies to improve students’ academic growth but to lengthen students’ commitment to learning. It involves taking them through understanding the nature of the strategies and making decisions about the best time to utilize them. Therefore, the students are actively involved in choosing the learning strategy for the task. PHASE III: AFTER READING Getting Students to Consolidate and Extend Their Textbook Knowledge Traditional questions and paper-pencil tests are not sufficient ways to help students retain new knowledge. SUGGESTIONS FOR PHASE III 1. Vocabulary/prediction Redistribute the vocabulary or written prediction forms from Phase I. Have students fill in the final column, which asks them what they know now, after reading the chapter. Have students examine the shift in their thinking from the pre-reading level to the post-reading level. 2. Analyze end-of-the-chapter questions Use these questions as a review of the type of questions that are generally asked in textbooks—those looking for factual answers; those asking them to make an inference or analysis; or those asking their opinion. Teach students to discriminate among the three types. Do not require the students to answer the questions; build their ability to think and analyze. 3. Good/bad examples of writing Rather than have students give one word answers to questions at the end of the chapter, have them view, analyze, and discuss good and bad examples of chapter summaries. Review what makes the examples good and bad. Then have them write their own chapter summary using the same criteria that they applied during the “good/bad activity”, and have the students exchange and edit each others’ summaries. 4. Recreational reading of topics that relate to textbook Provide students other resources to read that relate to the textbook. This can provide opportunities for a great source of growth in vocabulary, spelling, and writing. Trade books or magazines on the readers’ independent reading level should be readily available in class and selfselected by the reader, and available. The textbook continues to be a heavily relied upon tool in schools today, especially at the secondary level. There is no research to support the traditional method of assigning textbook reading, lecturing, and asking questions, yet a significant number of teachers still subscribe to this routine. We need to more actively engage our students in the learning process at every possible opportunity—before reading, while reading, and after reading in order to increase their comprehension and long-term retention. Jean Cibrowski’s Textbooks and the Students Who Can’t Read Them: A Guide to Teaching Content details many effective reading strategies that actively engage the learner. Reference Cibrowski, Jean (1993). Textbooks and the Students Who Can’t Read Them. Cambridge, Massachusetts: Brookline Books. Eight Areas of Accommodation Areas Accomodation Motivating Working toward a reward for continued effort throughout the assessment Assisting prior to administering test Scheduling Additional time Breaking the sessions into several shorter sessions Setting Distraction-free space Directing Paraphrase direction Reread directions Providing assistance during assessment Record responses for the student Using aides, including technology Electronic reader Changing test form and content Braille or large print Audio taped questions Adapted key concepts Teaching test-taking skills Elliott, S.N., Kratochwill, T.R., & Giberson, A.G. (1998) Grading Suggestions to Level the “Playing Field” Use points and percentages to grade differentiated assignments, rather than letter grades Avoid using a traditional grading scale with most students and changing the grading scale for other students. Rather, set expectation and make adjustments before grades are given. Avoid posting grades and scores. Attend to student’s Individual Education Plan goals and objectives. Provide students with opportunities to grade themselves and one another, especially in group activities. Use rubrics and share them with students and parents when introducing assignments. Use a variety of grading approaches to obtain grades. Avoid grading students strictly on effort or learning behaviors. Bradley, D.F. & Calvin, M.B. (1998). “Grading Modified Assignments: Equity or Compromise?”. Teaching Exceptional Children, 31 (2), 2429. Collaborative Work Skills A rubrics for your Project-based Leaning Activities Teacher’s Name:_________________________________ Student’s Name:_________________________________ CATEGORY Excellent Good Satisfactory Needs Improvement Rarely monitors the effectiveness of the group and does not work to make it more effective. Monitors Group Effectiveness Routinely monitors the effectiveness of the group, and makes suggestions to make it more effective. Routinely monitors the effectiveness of the group and works to make the group more effective. Occasionally monitors the effectiveness of the group and works to make the group more effective. Quality of Work Provides work of the highest quality. Provides high quality work. Provides work that occasionally needs to be checked/redone by other group members to ensure quality. Provides work that usually needs to be checked/redone by others to ensure quality. TimeManagement Routinely uses time well throughout the project to ensure things get done on time. Group does not have to adjust deadlines or work responsibilities because of this person’s procrastination. Usually uses time well throughout the project, but may have procrastinated on one thing. Group does not have to adjust deadlines or work responsibilities because of this person’s procrastination. Tends to procrastinate, but always gets things done by the deadlines. Group does not have to adjust deadlines or work responsibilities because of this person’s procrastination. Rarely gets things done by the deadlines AND group has to adjust deadlines or work responsibilities because of this person’s inadequate time management. Oral Presentation Checklist Put a checkmark beside the items that describe your presentation. Content ___I used an effective and appropriate attentiongetting device. ___I used vocabulary that the audience could understand, or I defined unfamiliar terms. Resources Organization Presentation Aids ___I organized ideas in a meaningful way. ___A clear introduction was present. ___Presentation aids were used during the speech. Delivery ___I maintained eye-contact most of the time. ___I spoke to the entire audience, not just one or two people. Process for Including Special Education Services and Supports Schedule time with the special education teacher(s) to identify students enrolled in your classes and receiving special education. Ask to review each student’s Individual Education Plan and to identify the goals that you will be working on in your class and how they relate to your course curriculum. Also, identify any medical or behavioral issues and methods to accommodate these. Decide upon clear and measurable objectives of the class. Identify supports the student and you will need in order to achieve these goals. Clarify expectations on grading. Decide on a method of communication between you and the special education teacher. This needs to be an ongoing communication regarding: 1. student progress 2. curriculum and environmental adaptation 3. requesting material modification and 4. evaluation of student achievement and future needs. Identify what support will be provided by special education teachers and other special education support staff. Your responsibility: Provide accommodation and modification to curriculum activities and the classroom environment in collaboration with the special education staff and administration. Provide input at the time of the student’s annual review. Provide progress reports to the student’s parents. Communicate student progress and needs o special education staff. Vocational Program Inventory _____________________ ______________________ Program Title Instructor _________________________ Textbook Title/Author __________________________ Reading Level 1 = Used Often 2 = Used Less Frequently TYPES OF ASSIGNMENTS/TESTS Instructional Methods Assignments _____Textbooks _____Worksheets _____Lecture _____Discussion _____Audio visual material _____Audio tape _____Concrete experience _____Demonstration _____Other: _____Worksheets _____Short papers _____Term papers _____Demo/lab projects _____Oral reports _____Group discussion _____Computation _____Word problems/math _____Maps, charts, graphs _____Other: Structure Test Format _____Directed _____Independent _____Peer Tutor _____Individualized _____Small group (collaborative) _____Large group/class _____Other: _____Short Answer _____Essay _____Multiple choice _____True-false _____Matching _____Computation _____Word problems/math _____Other: Grading Criteria:__________________________________________________ ________________________________________________________________ ________________________________________________________________ Extra Credit:_____________________________________________________ ________________________________________________________________ ________________________________________________________________ Program Inventory (continued) Other Program Requirements (Check only high priority requirements) Academic Skills Needed Behavioral Skills Needed _____Following directions _____Keeping track of materials, assignments _____Expressing him/herself _____Reading textbooks _____Reading study sheets or tests _____Writing legibly _____Expressing him/herself in writing _____Spelling _____Note taking _____Outlining _____Independent research _____Other: _____Coming to class on time _____Coming to class prepared _____Following directions _____Staying in seat _____Staying on task _____Understanding/following safety rules _____Asking questions or for help when needed _____Working in groups _____Working independently _____Other: Briefly describe course (safety issues, course outline): ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ Other Prerequisites:_______________________________________________ ________________________________________________________________ Homework Policy:________________________________________________ ________________________________________________________________ Makeup Policy:___________________________________________________ ________________________________________________________________ Attendance Policy:________________________________________________ ________________________________________________________________ Other Comments:______________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ Here are some helpful web sites to assist you in the classroom: http://www.inspiration.com http://www.ldonline.org http://trackstar.hprtec.org http://puzzlemaker.school.discovery.com http://www.mcrel.org