3 Resources for the 7 Essential Questions

This entry asked us to look at a site with 7 essential questions that general educators can ask themselves about special education.  As the education system moves towards more inclusive classrooms, it is important for general education teacher to understand how they can best help students with disabilities succeed in their classroom.  I chose three question that stood out to me and the resources I found that would be helpful in my own practice as a teacher.

1. What instructional methods will help to ensure that all of my students learn?
The link I found that would reference this question is http://www.cpt.fsu.edu/ese/ssdownloads.html.  This link pertains specifically to my field which I have not really found many resources for yet.  The social studies section includes access points for students with severe cognitive disabilities that will help them specifically with this content area.  The site offers a workshop but for those that cannot attend also provides all of the handouts, slides, and lessons that are used during the workshop for an instructor to use at their own discretion.  I think that this would be really beneficial and I will definitely spend more time exploring the lessons and thinking about what I could incorporate into my own classroom.

2. What are some strategies for building a more positive sense of community in my classroom?
One helpful link that I found for building a positive community in the classroom was http://www.tolerance.org/activities.  This site is dedicated to promoting acceptance of all people regardless of whether they have special needs or not.  I really liked this particular section of the site because it provides a number of great activities for promoting a sense of community and has the breakdown of which age group each activity is appropriate for.  For some activities  it even has the same activity but varied in small ways so that it can reach students of any age.  I think this would be really helpful to any teacher trying to build a strong community in the classroom and create a safe zone for students to express themselves.  The easy navigation of activities also helps the user find the right activity for what they are trying to accomplish in the classroom.

3. How might a student's prior experiences  and level of development affect his or her learning?
This question is really important to me as a teacher because I really like the idea of incorporating the funds of knowledge into the classroom.  This would be no different in a classroom including students with disabilities and a resource I found that would really help me in this area is http://www.allkindsofminds.org/reach-more-learners.  This site includes a variety of resources that deal with reaching the minds of every student in the classroom and allowing them to fully participate in the classroom whether they have a disability or do not.  It also contains access to a blog where teachers and other professionals can share their insights and things that have worked for them which goes back to the role of collaboration outside of the classroom.  I definitely think that this site is great for anyone looking to get all members of a classroom engaged in the learning process.

Differentiated Instruction

Differentiation and the Four Types of Students
Link: http://mindstepsinc.com/Differentiation/ (go to resources for the classroom and click the link)
This chart was helpful in that it clearly laid out the different types of students and especially the environments that they need to learn the most effectively.  This would be help to a teacher who could decide what type of student they are dealing with and how they could help that student.  Environment is a vital component of learning and through this chart a teacher could get some tips on how to best manage their classroom depending on the student.

Planning Sheet
Link: http://mindstepsinc.com/Differentiation/ (under resources heading also)
This template would be beneficial to any teacher who is designing curriculum and lesson plans to meet the needs of their students.  By dividing the categories into each group of students and having the teacher apply the same questions to all groups, one can clearly see what needs to be done for each specific situation.  This would help for planning and also for those just being introduced to the subject because they could clearly see what it applied to each classification of student.

Example Unit Plan
Link: http://mindstepsinc.com/Differentiation/ (under resources heading. title: US History plan)
I chose to post the link for this plan because I am planning on teaching history.  This would directly benefit me in demonstrating how I could apply the template to my own field and what it means for each classification of student.  I could expand from this template to other material and use it as a reference point to remember what each classification means and what teaching techniques would be the most effective.  It was helpful to see this applied to my own subject and gave me a better general understanding of differentiation.

Resources for Assistive Technologies

1. http://www.uatpat.org/create/
This link is to a site that describes a program called CReATE which refurbishes assistive technology related to mobility and makes it available to people with disabilities at a lower cost.  This would be a beneficial site to teachers because if they knew of a student of low-income in their class who needed this kind of support, they could refer them to this program and possibly give them access to a technology that they would need to succeed.  The site also provides a link for donating assistive technology which would be good for people who may have purchased new equipment and were considering throwing away their old technologies because it could be recycled and end up benefiting another person who may not have had access to brand new and costly products.

2. http://utahatprogram.blogspot.com/
This link is to a blog that provides more information and news on assistive technology.  On the page I viewed it had information regarding classes on how to better use this technology depending on a person with disability's needs and also news regarding people who have succeeded in different areas with the help of assistive technology.  I feel it would not only be beneficial to students with disabilities but also their families, teachers, and school staff who may be looking for more information or for ways that they can get involved to support the student.

3. http://www.pluk.org/Pubs/PLUK_ATguide_269K.pdf
This link was to a pamphlet entitled "Family Guide to Assistive Technology."  Although it is intended for families of students with disabilities  I think it would also be very beneficial to teachers because of the detailed information that it provides.  As a teacher, it is important to know what a family is experiencing and what they know about a situation and by reading this article most teachers would probably have a better idea of the family situation of a student who needs assistive technology.  It also has some case studies of students that  would help a teacher relate to the students in their classroom and understand what they might need and how the teacher could help.  In setting up the best learning environment for the student needing assistive technology, this article would be beneficial to any teacher who is interested.

Supplemental Services and Supports

Taken from http://nichcy.org/schoolage/iep/iepcontents/supplementary

IDEA’s Exact Words

Again, let’s start with IDEA’s full requirement for identifying the supplementary aids and services a child will need and specifying them in his or her IEP. This appears at §300.320(a)(4) and stipulates that each child’s IEP must contain:

(4) A statement of the special education and related services and supplementary aids and services, based on peer-reviewed research to the extent practicable, to be provided to the child, or on behalf of the child, and a statement of the program modifications or supports for school personnel that will be provided to enable the child—

(i) To advance appropriately toward attaining the annual goals;

(ii) To be involved in and make progress in the general education curriculum in accordance with paragraph (a)(1) of this section, and to participate in extracurricular and other nonacademic activities; and

(iii) To be educated and participate with other children with disabilities and non-disabled children in the activities described in this section… [§300.320(a)(4)]

We’ve bolded the part of IDEA’s regulation that specifically mentions supplementary aids and services, because it’s important to see the context in which this term is used. It is that context, and IDEA’s own definition of supplementary aids and services, that will guide how a child’s IEP team considers what services the child needs and the detail with which the team specifies them in the IEP.

The Short Story on Supplementary Aids and Services

Supplementary aids and services are often critical elements in supporting the education of children with disabilities in regular classes and their participation in a range of another school activities. IDEA’s definition of this term (at §300.42)reads:

Supplementary aids and services means aids, services, and other supports that are provided in regular education classes, other education-related settings, and in extracurricular and nonacademic settings, to enable children with disabilities to be educated with non-disabled children to the maximum extent appropriate …

Speaking practically, supplementary aids and services can be accommodations and modifications to the curriculum under study or the manner in which that content is presented or a child’s progress is measured. But that’s not all they are or can be. Supplementary aids and services can also include direct services and supports to the child, as well as support and training for staff who work with that child. That’s why determining what supplementary aids and services are appropriate for a particular child must be done on an individual basis.

Another helpful link: http://ucat.usor.utah.gov/

Reflection

     These resources were all beneficial in explaining supplementary aids and services to me.  The first two sources describe the exact definition of supplementary aids and services from the IDEA which would be beneficial to any instructor new to the subject and looking to find out more.  The emphasis on the individual that these two sources make demonstrates how important it is to focus on the specific case of the student and what he or she might need to succeed in school.
     The link to the Utah Center for Assistive Technology was also helpful in that it provides additional information regarding supplementary aids and services.  It gave a lot of stories of people who have benefited from assistive technology which I think would be motivational for people with disabilities and their instructors.  It would also be beneficial to the parents of students with disabilities because of the specific information it provides.  The site also advertised that it would provide free evaluations for these technologies to anyone in the state of Utah which is a helpful resource for students with disabilities.

Disability Presentation: Intellectual Disability Handout

Intellectual Disability

Definition in IDEA: “…significantly subaverage general intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child’s educational performance.” [34 CFR §300.8(c)(6)]

In 2010, President Obama signed Rosa’s Law, which replaced the stigmatizing label “Mental Retardation” with the more acceptable term “Intellectual Disability” 

IDs are the most common form of developmental disability

 1-3% of America’s general population and 10% of students requiring SPED have an ID

Causes: Genetic conditions (e.g. Down syndrome, Fragile X syndrome, Williams syndrome), problems during pregnancy (e.g. mother who used alcohol during pregnancy, improper cell division), problems at birth (e.g. lack of oxygen), and health problems (e.g. malnutrition, lack of appropriate medical care, contact with poisons, and diseases like whooping cough, meningitis, or the measles)

Characteristics:

·         Variety of physical markers depending on cause of the disability

·         Below average intelligence ranging in incidence rate and severity

o   For a mild diagnosis, students’ IQ scores will be between 70-75 or below

o   For a moderate to severe diagnosis, students’ IQ scores will be approximately 55 or below

·         Slower learning rate and greater difficulty retaining information

·         May reach a point where learning levels off

·         Difficulty generalizing skills learned in one context to another

·         Trouble solving problems/thinking logically

·         Difficulty with social and daily living skills

·         Developmental delays

Suggested Teaching Strategies:

·         Treat students appropriately according to their chronological age

·         Carefully follow the strategies outlined in the student’s IEP

·         Break large concepts down into smaller steps and include breaks

·         Teach one subject or idea at a time

·         Supply manipulatives to concretely represent concepts

·         Provide opportunities for continued practice in a variety of settings

·         Teach social and daily living skills

·         Match expectations to instruction (i.e. accommodations and modifications)

·         Use peer-tutoring, inclusive methods, and family involvement

Additional Resources:

The Arc

http://www.thearc.org/page.aspx?pid+2335

The Arc is a community-based organization that advocates and serves those with intellectual and developmental disabilities and their families. The site includes various fact sheets on intellectual disabilities detailing everything from the causes of these disabilities to criminal justice issues regarding these disabilities.

The Utah Association for Intellectual Disabilities (UIAD)

http://www.uaidutah.org/home

The UIAD is a relatively new non-profit organization that formed in 2008 after The Arc of Utah closed due to financial reasons. UIAD took over some of the services the local Arc chapter provided, including the “Holiday Gift Box Program, Bridge to the Future, Connections to Computers, and socialization projects.” The Bridge to the Future is a particularly beneficial resource for parents and educators alike, outlining the services a person with an intellectual disability may require throughout stages of his or her life. People interested in supporting UIAD’s mission are welcome to volunteer.

Project Ideal

http://www.projectidealonline.org/index.php

Project Ideal is part of a teacher preparation program meant to prepare teachers to work with students with disabilities.  It provides helpful resources such as tips for classroom management and managing student behavior along with descriptions of disability categories and disability law.

The U.S. Equal Employment Opportunity Commission

http://www.eeoc.gov/facts/intellectual_disabilities.html

The EEOC provides information on employment opportunities and the rights of workers with intellectual disabilities.  EEOC is an important resource for educators to gain knowledge on how to prepare students with disabilities for future jobs and opportunities.  This resource would be especially applicable for secondary teachers.

American Association on Intellectual and Developmental Disabilities (AAIDD)

http://www.aamr.org/index.cfm

The AAIDD offers links to national disability organizations focusing on specific disabilities.

Link to Prezi Presentation:

 http://prezi.com/beglyp6beu_g/intellectual-disability/

3 Resources for Collaboration in the Classroom

• How Do Secondary Students Feel About Co-Teaching?
• http://www.cec.sped.org/AM/Template.cfm?Section=Home&CONTENTID=8635&TEMPLATE=/CM/ContentDisplay.cfm
• This link is beneficial to me in that it deals with secondary education which is the field I am planning on entering.  It was particularly interesting in that it surveyed students from every background including general ed., gifted learners, English Language Learners, and students with mild/moderate disabilities   This link discussed that gifted and general ed. students felt that co-teaching was not beneficial while English Language Learners and students with disabilities felt that co-teaching was more helpful to them and their success in the classroom.  This is definitely something to think about it terms of collaboration and the types of students that I would have in my classroom as a teacher.

• Is Co-Teaching Effective?
• http://www.cec.sped.org/AM/Template.cfm?Section=Home&CONTENTID=7504&TEMPLATE=/CM/ContentDisplay.cfm
• This link was beneficial in that it went into great detail defining co-teaching and what it includes and does not include.  The effectivness of co-teaching was also laid out very clearly and it helped me to wrap my mind around the concept as a whole.  It also gave some guidance in how to determine whether or not co-teaching is effective for each individual which I think would definitely help most teachers to decide whether it is something worth implementing in the classroom and with their colleagues.

• Addressing Bumps in the Collaboration Road
• http://www.cec.sped.org/AM/Template.cfm?Section=Home&TEMPLATE=/CM/ContentDisplay.cfm&CONTENTID=11277
• I feel that this link was not only very beneficial to me but would assist anyone considering  adding more collaboration into their teaching career.  It deals with one of the biggest issues that comes up when collaborating which is how to have the process run smoothly despite the possible problems that may arise.  It gives a detailed list of what possible issues might be and also some general solutions to those issues to help continue the collaboration.  With any situation it is helpful to be familiar with the problems that may arise and how you should deal with them, which is why I felt this link very helpful especially in terms of  collaboration in the classroom.