Low Incidence Disabilities • Significant Disabilities (LAA1) • Autism • Deaf/Hard of Hearing • Blind/Visually Impaired
Jul 08, 2015
Low Incidence Disabilities
• Significant Disabilities (LAA1)
• Autism• Deaf/Hard of Hearing• Blind/Visually Impaired
6 Big Ideas
• Local leadership• Certification• Professional Development• Literacy• Aim• IEP highlights
Cultivate Local Leadership• Who will wear this hat in your
LEA?– Assign point person(s)– Advertise– Link with LDE supervisors &
leadership work groups• Culture of continuous
improvement– establish internal leadership group– partner with regional LEAs– action plan (long and short term)
Support and retain personnel in low incidence disability areas!
Certification
• Majority Rules– ID teachers who don’t meet certification requirements
for all students in their class– Establish structure of ongoing t.a./support– Link with HR and certification counselor
• Teachers provided timely access to coursework– LALIDC (http://www.lalidc.org)– IDEA funds– Incentives
Professional Development
OPTIONS• Coursewhere• Access Guide (calendar)• Louisiana Low Incidence
Disabilities Consortium• LASARD• Study/work groups• Low Incidence Disabilities
supervisors• National/State/Local
Organizations
SUPPORT• Incentives (e.g. stipends)• Release time• Encourage partnerships
with other low incidence personnel (both internal and external)
• Facilitate participation in general education initiatives (e.g. school improvement)
Literacy
• All students must be actively included in literacy initiative– Assessments– Instruction– Materials
• Literacy tool bar on Access Guide (significant disabilities) http://sda.doe.louisiana.gov
Accessible Instructional Materials(AIM)
• Is your LEA prepared to provide AIM to students with low incidence disabilities in a timely manner?– significant cognitive impairments– physical impairments– sensory impairments
• Are procedures clear and is everyone on board?– Competent Authority– teachers– pupil appraisal– related service personnel– families– text book personnel– principals– reading coaches
Using a Talking Switch Plate to read a repetitive story line
Using a Talking Switch Plate to Read a Repetitive Story Line
Reading electronic (computer) content area book, using a switch
to turn the pages
Reading with an electronic reader.
Using Braille in the Classroom
IEP “Musts”
• AIM• Deaf/HH - Communication plan, document
interpreting as related services• Blind/VI – Special Factors, Services, and
Related Services based on and substantiated by data/assessments
• Assistive technology assessments• Health care plans
Are your systems in place to support these outcomes?
PoliciesProceduresPractices
State District
School Classroom
Who is assigned the “What about students with low incidence disabilities?” role across all of these levels?
Leading for change is not for sissies.
http://www.spike.com/video/2800082