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1. SPED 410 Final Project DAVID VALTIERRA, MADIHAH SHARIF,
& PHOENIX CHEN
2. Our Roles: Special Education Recommendations Phoenix Chen:
family member, autism, overview of school, and general
recommendations David Valtierra: general education teacher, visual
impairment, overview of special education, and inclusion Madihah
Sharif: special education teacher, Emotional/Behavioral disability,
and conclusion
3. An Overview of Our High School Demographics: Total
Enrollment: 636 Low Income: 93% English Learners: 9% Students with
Disabilities: 23% Homeless: 4%
4. 0% 45% 51% 1% 0% 2% 1% Percentage of Students in Each Ethnic
Group Asian Black/African- American Hispanic/Latino American Indian
Pacific Islander White
5. Overview of Special Education Special education students
deserve to have a unique, proper, and comprehensive IEP.
(Wilkinson, 2012). IDEA requires that students with disabilities
and learning impairments be taught in environments with students
without disabilities. (LRE) (Yell, 2010). Special education
students benefit from the Zero Reject principle from IDEA. No
student with a disability should be excluded from a public
education. (Heward, 2013). All students with disabilities shall
receive a free and appropriate public education. (FAPE) (Heward,
2013).
6. Inclusion All students should have access to the general
curriculum and be taught in classes that contain general and
special education students. Inclusionary practices include
co-teaching, creating a structured classroom, and using
differentiated instruction. (Land, 2004). Components of successful
inclusion include more friendships, more social initiations,
positive peer role models, completion of IEP goals, higher
expectations, more staff collaboration, respect for everyone,
understanding and acceptance of diversity, and a greater sense of
community. (Kids Together, Inc., 2015). Research shows that when
involved in inclusion, students with disabilities receive higher
test scores, better job opportunities, miss fewer days of school,
and are less likely to act out in class. (Raeback, 2015). According
to IDEA data center research, students with disabilities in NY
spent more time away from peers than in any other state in 2011.
(Raeback, 2015). The Principals and Inclusion Survey of 2000 (PIS)
revealed that there is a distinct connection between principals
attitudes toward inclusion and choices regarding student placement.
(Vazquez, 2010).
7. Teaching Students with Disabilities: General Recommendations
Review previous lecture and summarize key points Speak directly to
the students with disabilities Use visual aides Give assignment
both orally and in written form Provide timelines for long-range
assignments Give students opportunities to improve on their work
Reduce or eliminate auditory and visual distractions
8. Accommodations for Students with Disabilities Taped classes
Use of interpreters or note takers Allow extra time to complete
exams Use of computers in class or access to computers for writing
assignments and exams
9. Autism PHOENIX CHEN
10. What is Autism? Autism is a mental disorder that is
characterized, in varying degrees, by difficulties in social
interaction, verbal and nonverbal communication and repetitive
behaviors
11. Academic Recommendations for Autism Visual Supports Daily
Schedule Classroom arrangement Present materials in various ways
Teach in front of a blank background
12. Social/Behavioral Recommendations for Autism Choice Boards
Social Stories Keep language simple and concrete during
communication Reword sentences when necessary Avoid using sarcasm
and idioms
13. Emotional/Behavioral Disorders MADIHAH SHARIF
14. What is EBD? IDEAs definition of emotional disturbance:
condition that is accompanied by one of several characteristics
that are displayed over an extended period of time and have
negative consequences. (Turnbull, 152) Internalizing Behavior
(depressive, withdrawing) vs. Externalizing Behavior (aggressive,
non-compliant) 5 disorders including: Anxiety Disorder Mood
Disorder Oppositional Defiant Disorder Conduct Disorder
Schizophrenia
15. Academic Recommendations for EBD KidsTools Support System
Goal contracts, planning templates Wrap Around Strategy Service
Learning 3. Modifications to assessments -Individualized, more
breaks and extended time (Turnbull, 161-165 )
16. Social/Behavioral Recommendations for EBD Positive
Behavioral Support (PBS) 3 Problem Solving Skills: 1. Effective
Communication 2. Anger Management 3. Taking anothers perspective
(Turnbull, 166)
17. Inclusion Recommendations for EBD Class -Wide Peer Tutoring
(CWPT) Student Engagement (Turnbull, 164)
18. Visual Impairments DAVID VALTIERRA
19. What is Visual Impairment? An impairment in vision that,
even with correction, adversely affects a childs educational
performance. (Odle, 2009). Some forms of visual impairment include
low vision, functional blindness, and total blindness. (Odle,
2009). There are many different warning signs for students with
visual impairments. (Odle, 2009). Some characteristics include
restricted movement, poor academic performance, and obstacles
related to social behavior and independence. (Odle, 2009).
20. Academic Recommendations for VI Classroom environment,
arrangements, and seating are important! (Malburg, 2012). Use
printed or recorded class notes to help VI students. (Malburg,
2012). Collaborate with the special education teacher and
paraprofessional. Take advantage of the many different Braille
systems that are available. Create appropriate testing
accommodations. (Malburg, 2012). Incorporate modern assistive
technology to help VI students. Monitor student progress and set
specific goals and expectations. (Malburg, 2012).
21. Social Recommendations for VI Encourage students,
professionals, and families to practice proper social skills at
home and outside of school. (Torreno, 2012). Promote healthy group
work in the classroom. (Willings). Assign peer mentors at the
beginning of the school year. (Torreno, 2012). Have VI students use
their listening, acting, and memory skills. (Torreno, 2012). Build
up a students vocabulary to make communication easier. (Torreno,
2012). Have your VI student share information on their impairment
(if they want to) and any tips on basic Braille. (Willings).
22. Concluding Thoughts Professional Development:
COLLABORATION! The Postsecondary Education Programs Network
(PEPNet) (Turnbull, 335) Planning Time is Key! 1. Ask Principal to
assign SPED teachers to a specific grade level/subject 2. OR assign
a common planning time for SPED teacher with one team every other
week. Alternate teams every week. (InclusiveSchools)
23. Works Cited Heward, W.L. (2013). Six Major Principles of
IDEA. Merrill,
http://www.education.com/reference/article/six-major-principles-idea/.
Kids Together, Inc. (2015, April 20). Kids Together, Inc. [Web
Log]. Retrieved from
http://www.kidstogether.org/inclusion/benefitsofinclusion.htm Land,
S. (2004). Effective Teaching Practices for Students in Inclusive
Classrooms. William & Mary,
http://education.wm.edu/centers/ttac/resources/articles/inclusion/effectiveteach/.
Malburg, S. (2012). Looking Through Their Eyes: Teaching
Suggestions for visually Impaired Students. Bright Hub Education,
http://www.brighthubeducation.com/special-ed-visual-
impairments/62427-ideas-for-how-to-teach-visually-impaired-
students- seeing-the-big-picture/. Odle, T. (2009). Visual
Impairments. The Gale Group,
http://www.education.com/reference/article/visual-impairments1/.
Raeback, T. (2015, April 1). In Push Toward Inclusion, a Need for
Teachers Certified in Special Education. The Sag Harbor Express,
online.
http://sagharboronline.com/sagharborexpress/page-1/in-push-toward-inclusion-a-need-for-teachers-certified-in-special-education-36808.
Torreno, S. (2012). Socialization of Blind and Visually Impaired
Students. Bright Hub Education,
http://www.brighthubeducation.com/special-ed-
visual-impairments/69552-teaching-
social-skills-to-students-with-visual-impairements/. Vazquez, M.
(2010). Inclusionary Practices: Impact of Administrators' Beliefs
on Placement Decisions. Eric Institute of Education Sciences.
http://eric.ed.gov/?id=ED519511. Wilkinson, L. (2012, May 26). Key
components of Educational Programs for Autism Spectrum Disorders.
[Web Blog Post] Best Practice Autism. Retrieved from
http://bestpracticeautism.blogspot.com/2012/05/key-components-of-educational-programs.html
Willings, C. Social Interactions. Teaching Students with Visual
Impairments,
http://www.teachingvisuallyimpaired.com/social-interactions.html.
Yell, M.L. (2010). Least Restrictive Environemnt, Mainstreaming,
and Inclusion. Merrill,
http://www.education.com/reference/article/mainstreaming-
inclusion/. Pictures: Pile of Books. Annabella Hagen. Retrieved
from
http://www.annabellahagen.com/wp-content/uploads/2013/04/Pile-of-
Books.jpg. IEP Picture. Education.WM. Retrieved from
http://education.wm.edu/centers/ttac/images/articleimages/iep.png.
Inclusion Picture. 1.bp.blogspot. Retrieved from
http://1.bp.blogspot.com/--gxZKK20_C0/TuJh1PjI4-I/AAAAAAAAAI4/paGa-
WJc2m8/s1600/school_five_students.gif. Communication Picture.
Management Training School. Retrieved from
http://www.managementtrainingschool.com/wp-
content/uploads/2010/10/Communication.jpg. Eye Picture.
Cdn.zmescience. Retrieved from
http://cdn.zmescience.com/wp-content/uploads/2012/12/visual-impairments.jpg.
Braille Picture. Six.Somerset.Gov. Retrieved from
http://www.six.somerset.gov.uk/eis/behaviour_images/233200911280Vision7.jpg.
24. Office of student disability services. (n.d.). Retrieved
from http://web.jhu.edu/disabilities/faculty/guidelines.html 22
tips for teaching students with autism spectrum disorders. (n.d.).
Retrieved from
http://teaching.monster.com/benefits/articles/8761-22-tips-for-teaching-students-with-
autism-spectrum-disorders Setting up your classroom for a student
with autism. (n.d.). Retrieved from
http://www.nationalautismresources.com/classroom-setup-for-autistic-student.html
Using visual supports to help your student with autism. (n.d.).
Retrieved from
http://www.nationalautismresources.com/visual-supports-for-autism-classroom.html
What is Autism? (n.d.). Retrieved from
https://www.autismspeaks.org/what-autism Finding Time for
Collaboration and Using it Well (n.d) Retrieved from:
http://www.education.com/reference/article/six-major-principles-idea/.