•
Functional Academics -
Define.
•
Tell about a significant
piece of legislation that impacts Special Education.
Gifted and Talented
Questions
•
Describe the background
of the typical G & T student (SES, Gender & Cultural).
Page 358
•
As a group, students who
are gifted and talented are…
P. 376 Things to Remember. Think about specific programming
needs for this student
•
List two or three
adjustments/options you should make when programming for the G & T student.
•
As a teacher working
with G & T students you should resist policies requiring work for those who finish assignments quickly
and easily. Instead, explore ways to
assign ______________
P.
375 Inclusion Tips for the Teacher
•
You should de-emphasize and other rewards
P. 375 Inclusion Tips for the Teacher
•
You should encourage and academic .
P.
375 Inclusion Tips for the Teacher
•
One important goal in the
education of this group of special students is the development of __________
P
385 Things to Remember
•
Be aware of the special
needs of the gifted and encourage them toward high career goals.
P. 375 Inclusion Tips for the Teacher
Other
•
Write a brief statement
about what you learned while working with your “placement student.”
• Write the “Present Level of Academic Achievement and Functional Performance,” an annual goal and two short term objectives for your placement student (do the best you can - I am aware you do not have a great deal of knowledge about your student - I am looking at the mechanics of the statement). PLAAFP – must address LACK of educational performance (what they CAN’T do) and WHY/HOW the GENERAL. Ed curriculum is not appropriate. Identify strengths. Identify tool used to identify LEVEL of functioning.
Ø four components of the PLAAFP statement
1.BASELINE DATA-(evaluations/assessments, systematic
observations and classroom performance)– identify WHERE the student is
functioning educationally
2. Addresses student’s strengths
3. Describes curricular
needs/disability areas
4. Describes how the curricular need/disability impacts
the student’s involvement and progress in the general curriculum.
•
AG – Somewhat vague but
RELEVANT! STO’s must have at least 2
that DIRECTLY address AG- will also link back to PLAAFP
Know for Exam III
• We discussed two types of seizures in class. What one is the most dangerous and what should you do if a student in your class has one? Grand Mal - lay student on his/her side, move items away from him/her so they will not hit their head etc. DO NOT PUT ANYTHING IN THEIR MOUTH! STAY CALM – if seizure persists beyond 2 minutes call 911 DISCUSS with other students first if possible. READ P. 314 Figure 14-1 (lecture)
•
What is the other type
and how is it a significant factor when programming for the student?
Petit Mal – staring, tic-like movements, lack of response, eyes
rolling upward, chewing / swallowing movements – students are very quiet &
disconnected. They are not aware of surroundings and miss a great deal. Will have to re-teach information to these
students and let them know it is all right.
See P. 324 Figure 13-2
•
In addition to the 18
“general ed” students in your class, you have a
student who is gifted and talented and another who is mildly mentally impaired
(EMI). With regards to educational
programming, what ways are these students similar and in what ways are they
different?
•
Approximately what
percent of K-12 students can be considered at-risk for school failure? (P.396)
a.
2%
b. 4.6%
c.
12 to 14%
d. 25 to 40%
Ø The current national Dropout rate is
approximately? (P.399)
a.
2.2%
b.
6%
c.
14.5%
d.
39.2%
Ø
The third leading cause of
death among adolescents is? (P.400)
a.
Drug Overdose
b. AIDS
c.
Suicide
d. Automobile Accidents
Ø
The number of teenage
girls who become pregnant each year in the United States? (P.407)
a.
100,000
b. 500,000
c.
1,000,000
d. 3,000,000
Ø Which of the characteristics are
associated with child abusers? (P.408)
a.
History of being abused
as a child
b.
The use of physical
punishment as the primary method of discipline
c.
Having unrealistic
expectations for the child
d.
All of the above
Ø Which is NOT a characteristic of
juvenile delinquents? (P.413)
a.
More likely to be female
b.
More likely to be male
c.
Likely to be considered
anti-social
d.
Very likely to become
adult offenders
Ø
Know
Neglect behavioral indicators P. 410
Ø To reduce the effects of a
suicide…(P.403)
a.
Avoid any action that
could be interpreted as glorifying suicide
b.
Change or get rid of any
elements in the environment that might increase the likelihood of suicide
c.
Identify and refer to a
counselor any students who may be especially likely to kill themselves
d.
All of the above
·
The
three main signs of alcohol and drug abuse are characterized as changes in
(P.405)
a.
Performance, behavior
and appearance
b.
Performance, school
attendance and appearance
c.
Attitude, school
attendance and appearance
d.
Attitude, school
attendance and behavior
Ø Approximately what percentages of
adolescents show signs of an eating disorder? (P. 412)
a.
5%
b.
15%
c.
25%
d.
35%
Ø Students at-risk for school failure
require…(P. 414)
a.
Appropriate educational
interventions
b.
Optimum behavior
management programs
c.
instruction in academics
and social skills
d.
All of the above
Ø What school official does the testing
to determine eligibility for special education services?
School
psychologist
Ø What piece of legislation deals with
the size of bathroom stalls, height of the drinking fountain and access ramps?
Americans
with Disabilities Act (ADA – 1990 – Civil Rights legislation)
Ø What piece of federal legislation is
often called the “Civil Rights legislation for students with disabilities?”
Section
504 of the Vocational Rehabilitation Act of 1973
Ø Who should be in attendance in an
IEP?
Parents,
administrator, special education teacher, general education teacher, ancillary
staff if appropriate, any knowledgeable person who knows the student including
an advocate and the
student if appropriate.
Ø How often does the IEP get reviewed? Annually
Ø The physical therapist, occupational
therapist, school psychologist and social worker are examples of
________________ services (ancillary)
Ø When considering intermittent
schedules of reinforcement, you want to give a reinforcer
after each 10 responses. What is this
called? _______________ (fixed ratio)
Ø What is a behavioral strategy that
makes use of a reinforcement “menu?” (rewards list) Token
Economy
Ø “shaping” involves the reinforcement
of successive
approximations
Ø How many Short Term Objectives are
needed to address an Annual Goal? (minimum of 2)
Ø Write the four components of
the PLAAFP statement
1.BASELINE DATA-(evaluations/assessments, systematic
observations and classroom performance)– identify WHERE the student is
functioning educationally
2. Addresses student’s strengths
3. Describes curricular
needs/disability areas
4. Describes how the curricular need/disability
impacts the student’s involvement and progress in the general curriculum.
Click
HERE for link to answer the following Questions:
List two STANDARD ACCOMMODATIONS that special
education students can have while taking the MEAP test regarding SCHEDULING
List FIVE STANDARD ACCOMMODATIONS special
education students can have while taking the MEAP test regarding LOCATION
List FOUR STANDARD ACCOMMODATIONS that special
education students can have while taking the MEAP test regarding ASSISTANCE
WITH TEST DIRECTIONS
List FIVE STANDARD ACCOMMODATIONS that special
education students can have while taking the MEAP test regarding EQUIPMENT AND
ASSISTIVE TECHNOLOGY
List FOUR NON-
STANDARD ACCOMMODATIONS that special education students
can have while taking the MEAP test.
What score will the student receive if they use
a NON-STANDARD ACCOMMODATION while taking the MEAP (assume they get ALL items
correct! – for AYP)
Will this student be eligible for the MERIT
award (assume they get 100% Correct)?
Tell me
what IEPT stands for and WHO is involved.
WHAT was the
first significant piece of SCHOOL legislation providing special needs students
a FAPE (include year)?
What is
FAPE?
If a
student is labeled “Learning Disabled” (LD), He/She
must have at least what? ___________
____________.
If a student
is labeled C.I. (cognitively impaired) they must have a deficit in what two
areas? _______________
and __________________
What is
adaptive behavior?
Give some
examples of Ancillary Services?
The text discusses four categories of
special needs students. Tell me WHO they are.
Are
Gifted and talented students covered under federal school legislation
(providing funding and services)?
Give me an
example of “People First” language.
The State
of Michigan used labels such as EMI, TMI, SMI to
identify students with mental retardation.
The state is attempting to use language that is closer to Federal
language. WHAT is the CURRENT label the
state uses to identify students with mental retardation?
Give 4 examples
of students who would be “at-risk” for school failure.
Tell me
about LRE
How were
students served prior to PL 94-142?
What school
official does testing on students to determine eligibility for special
education services?
Who
is the person MOST likely to refer a student for special education services?
Tell me about parental involvement in an IEP
How often does the IEP get reviewed?
The “team approach” is valuable in all areas of education because?
Students
who are MORE severely impaired are most likely to come from what kind of
background (SES) (Discuss research)?
Special
Education….
In
the Beginning
Historical Perspectives –
Prior to the passage of PL 94-142 EHA what was the typical educational placement for
students with severe disabilities? _ little or
no services, institutionalized .
P.8
Prior to the above-mentioned
legislation, what was the typical placement for students with mild impairments?
General education placement with no support.
P.8
The text identifies four types of
students with special needs – identify the four “types” of students. P.4 students
with disabilities, Culturally and linguistically diverse, Gifted and Talented, Students who are At-Risk for failure.
Tell me about inclusion. What and who determines the LRE?
Mainstreaming, inclusion, full inclusion – tell me what the benefits and pitfalls are. The needs of the individual as determined by the IEPT.
Read the case studies on page 3 and
tell me what factors seem to make a difference in Tiffany and Josh’s lives? (Be
prepared to discuss) Resource Services for Tiffany – Josh – adapted P.E.
- he gets extra time to complete assignments (discuss accuracy vs. fluency).
Where are MOST students with
disabilities/special needs placed ( where do they
receive educational programming)? P.10 Most students are
included in the general education classroom. Students with more severe
disabilities are place in the LRE (discuss continuum).
How
many students (with disabilities) could you expect in a “typical”
classroom? P. 10
At LEAST 10% more typical is 12%
Page
9 – Read the “For Your Information” inset.
Identify seven components of EHA
(PL 94-142)
1.
FAPE
2.
IEP
3.
Parent
Input
4.
LRE
5.
Test
cannot discriminate
6.
Due
Process
7.
Some
$
What
is the name of the current re-authorization?
IDEA 97. P.9 (New Answer is
IDEIA 2004 – Class lecture)
Tell me about another piece of
legislation often called the “Civil Rights Act for Persons with Disabilities.”
P.9 Lecture Section
504 of the Vocational Rehabilitation Act of 1973 (“otherwise qualified” example
– Laura)
Tell me about ADA. P.9 Lecture More
Civil Rights Legislation – prohibits discrimination in employment, public
accommodations, services provided by the state or local governments, public
transportation and telecommunications.
John
is a student who has a physical disability and a mental impairment. It is very clear that he is handicapped. Mary, on the other hand, is labeled Learning
Disabled and her impairment is not very noticeable (except in the
classroom). Who is most likely to be
teased at school and why – John or Mary? Lecture
What are the benefits of including
students with special needs in the classroom? P.11
Labeling de-emphasized, collaboration, more opportunities
for all, appropriate role models.
Read the inset on P.12 and be
prepared to respond in class.
Know what “people first language”
is. P.20 Test items based on “For your information” inset.
Who is typically the FIRST person to
identify that a student has special needs? P. 20 & 21 The
elementary general education teacher
Know the continuum of placement
options (use mine if you wish – easier than the one in the text p. 18).
Most Restrictive Least Restrictive
Why is collaboration so important
when considering placement and programming for students with special
needs? Lecture Co-teaching, team
teaching
Why is it important to listen to parents
when planning programming and placement (not to mention day to day behavioral
issues) for the student? Lecture
No one
else knows the student like the parent (learning styles, behavioral
intervention, consistency, identification of reinforcers – their child is the most valuable and
important thing in their life.
Please
identify at least one professional organization (website would be very helpful)
that could provide some level of support for working with “special needs
students.” On the Mid-Term, you will be asked to identify at least four
resources.
Study Guide II
Behavior
Factors influencing behaviors ~
Ø Teacher behavior
o
Consistency/inconsistency
o
Poor development of
plan(s)
§ Identification of reinforcers
(erasers)
§ Schedule of reinforcement
§ Frustration
§ Observation issues
§ Teacher prejudices (vagueness, looking at “different
issues” – what is appropriate etc.)
o
Lack of knowledge of
behavioral concepts (what to use – when to use)
o
Lack of “tools”
Ø Environmental conditions
o
Classroom size
o
Classroom “make-up”
o
Generalization issues
§ Field trips
§ Assemblies
§ Hallways
Ø Student!
o
Does student have a
disability? (Manifestation of his/her impairment?)
o Personal issues
§ Home issues (discuss options)
§ Need for attention
§ Avoidance behavior? (Being sent to hall due to reading
ability)
Positive
Reinforcement
Positive
reinforcers are something like rewards, or things we
will generally work to get. However, the definition of a positive reinforcement
is more precise than that of reward. Specifically, we can say that positive
reinforcement has occurred when three conditions have been met:
- A
consequence is presented dependent on a behavior.
- The
behavior becomes more likely to occur.
The
behavior becomes more likely to occur because and only because the consequence
is presented dependent on the behavior.
Behavior
Notes
When
developing a behavior modification plan to increase a behavior (or learning NEW
material), reward/reinforce frequently
with extrinsic rewards –
eventually, you want to go to infrequent
intrinsic reinforcement.
Schedules
of consequences
Stimuli are presented in the environment
according to a schedule of which there are two basic categories: continuous and intermittent.
Continuous reinforcement simply means that the behavior is followed by a
consequence each time it occurs. Intermittent schedules are based either on the
passage of time (interval schedules) or the number of
correct responses emitted (ratio schedules).
Fixed ratio -- a reinforcer
is given after a specified number of correct responses. This schedule is best
for learning a new
behavior
Fixed
interval --
the first correct response after a set amount of time has passed is reinforced
(i.e., a consequence is delivered). The time period required is always the
same.
Variable ratio (some call this intermittent variable) -- a reinforcer is given after
a set number of correct responses. After reinforcement the number of
correct responses necessary for reinforcement changes. This schedule is best for maintaining behavior. (Example
– gambling) Long term shaping – CANDY!!
There are five basic processes in operant conditioning: positive and negative reinforcement strengthen behavior; punishment,
response cost, and extinction weaken behavior
1. positive reinforcement
- In
positive reinforcement, a positive reinforcer is
added after a response and increases the frequency of the
response.
2. Negative
Reinforcement - the term reinforcement always
indicates a process that strengthens a behavior; the word negative has two cues
associated with it. First, a negative or aversive stimulus is used in the
process, and second, the reinforcer is subtracted –
Nagging wife, grand parent etc.
3.
Response Cost—subtracts
a positive stimulus. After the response the positive reinforcer
is removed which weakens the frequency of the response.
Cortney’s strips, token economy
4. Punishment--
weakens a behavior by adding a negative stimulus. After a response a negative
or aversive stimulus is added which weakens the frequency of the response
5. Extinction--No longer reinforcing a previously reinforced response results in the weakening of the frequency of the response (child crying in line at Meijer’s)
Functional
Behavior Analysis - KNOW ABC (antecedent, behavior, consequence)
BIP
Shaping
Behavior – successive approximations
Explain the type of observation sheet
this is. Tell when and WHY you would use this tool.
Michael Date
This
behavioral observation should last approx. 5 minutes. It should occur randomly.
Begin Time 1:15 End Time 1:20
1:15 --- > 1:16 1:17 1:18 1:19 1:20
|
1
1 1 |
1 1
|
1 1
1 1 |
1 |
|
|
10 15
9 |
5 6 |
5 10
2 3 |
5 |
Number of off task
incidents 10
Duration of off task behavior in
seconds 70 seconds / 300
seconds
Describe
the activity at the time of observation.
Copying
money amounts from the board.
Observer Larry Timm
Note: This is a good tool to use to show that a
student is “off task” and demonstrates a number of behaviors (not identified
here). This may work well with many
ADD/ADHD students.
I
used this tool to show the need for a paraprofessional (teacher’s aide) for
this student. I later identified SPECIFIC behavior(s) to work on.
Behavioral
information – Michael looked at other student’s papers, looked at the clock and
out of the window when off task. He did
not bother other students or try to communicate with them. He did not try to leave his seat or ask for
help. When teacher/observer looked at
him and he was aware of this, he continued to work.