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list of disabilities under the educational act 1.1 Specific learning disability

(1) Autism is a disability that usually effects verbal and non-verbal communication. (2) deaf-blindness is a hearing and visual impairment (3) deafness is a hearing impairment (4) emotional disturbance the inability to learn and it effects a child’s educational performance and inability to connect with others. (5) hearing impairment means an impairment in the ability to hear (6) intellectual disability means deficits in the ability to function that effects the emotional performance. (7) multiple disabilities is retardation, blindness orthopedic impairment, and so forth. (8) Orthopedic impairment effects a student’s educational performance, club foot, impairment caused by disease, cerebral palsy, amputation and so forth. (9) Other health impairment involves conditions that limits a student’s communications skills, social skills, and behavior. In addition to heighten alertness to certain stimuli and limited strength. (10) Specific learning disability Includes Dyslexia, Dysgraphia, Dyscalculia, auditory processing disorder, nonverbal learning disorder. (11) speech or language impairment involve communication disorders such as stuttering, impaired articulation, voice impairment which effects a child’s emotional performance. (12) traumatic brain injury caused by trauma to the brain. (13) Visual impairment A disorder related to processing information that leads to difficulties in reading, writing, and computing; the most common disability, accounting for half of all students receiving special education

1.2 Examine the general steps to follow during the individualized education program (IEP) development process

(1) Pre-referral-student referred for a formal evaluation by the school/parents. (2) Evaluation-within sixty days the assessment is completed in functioning performance and in the area academics. (3) Eligibility Determination-eligibility has been determined to show whether the student has a disability and does the disability interfere or affect academics or functioning that would require special education. (4) The IEP developed-a meeting is conducted within 30 days of the eligibility determination so that the IEP team can develop the IEP which would include the students’ academic and function needs. (a) Annual measurable goals- all need and services and support persons are responsible for providing services and the frequency of services and setting of the services, method and time student’s progress will be monitored and the frequency of parent communication. (5) Implementation-after the development of the IEP, (as soon as possible) student is provided special education services, (adjustments can be made if the student has not shown progress). (6) Within twelve months there is an annual review, after the IEP has been developed, progress toward meeting the IEP goals are evaluated. The team will discuss progress, needs and performance. The IEP is updated. (7) Every three years the student is re-evaluated to determine whether an IEP continues to be required. People who should attend the IEP meeting; Parents, general education teacher, representative from the school district, school psychologist, speech therapist, occupational therapist and physical therapist. Five assessments in the area of testing; (1) cognitive Wechsler Intelligence test, Academic achievement Woodcock Johnson, Behavioral assessment for children, Functionality school function assessment, Speech clinical evaluation of language Stewart E. A. (2019) Top Five IEP Assessments online source retrieved from https://esme.com/resources/special-needs/top-five-iep-assessments

1.3 Describe the importance of communicating and collaborating with families and staff members in order to address the needs of exceptional learners.

Communication can build positive relationships between parents, school, and teachers. Parental involvement can inform the teacher about the child’s home environment. Teachers and parents collaborating together can promote student learning. (1) Collaboration can be in the form of co-teaching which can give students more one on one attention. (2) Parallel teaching (teachers are working with separate groups but they are in the same classroom.) (3) Team teaching. (Teachers team together for the benefit of the student. Collaboration can be with the speech and language pathologist, occupational therapists’ physical therapist, etc., to work together for the benefit of the student. Collaboration with parents to provide open, prompt and sharing of information and opinions. Both parties can share information without feeling that they are being judged, share open communication in the decision making of planning and goals that are best for the student, resolve conflict.

1.4 the benefits and challenges of co-teaching in a general or special education classroom.

The advantages of co-teaching; the student can have a one on one relationship with the teacher, teacher can share their expertise, and more instructions that are differentiated. Disadvantages of co-teaching; some teachers refuse to change their style of teaching; administration will not always support the co-teaching and a student may come to rely excessively on one teacher due to his/her availability as opposed to working independently.

1.5 Examine effective pedagogical practices for teaching exceptional learners.

The most up to date research and teaching methods are provided for teachers. Feedback is given and modeled for those strategies that have proven to be effective. Teachers are provided with clear expectations and there is a high expectation for classroom- students. Building students’ self-esteem and belief in their ability and compacity to be successful. Providing the proper feedback to show students what actions can be taken to increase their academic success.

2.1 Examine essential factors and programs that promote a positive learning environment for exceptional learners.

(1) Respect and positive rapport-positive interaction between students and teachers. (2) Establish a culture for learning- Teachers have a passion for the subject matter and what is being taught and students have high energy levels. (3) Maintain classroom procedures- Students contribute to the routine and procedures of the classroom. (Procedures and routines are managed so that less time is involved in regular procedures.) (4) Managing student behavior- Standard for conduct are clear with students involved in the setting of behavior and standards. (5) Organizing physical space- Classroom is well a safe, well organized, standards and behaviors are monitored.

2.2 common techniques and approaches used in positive behavior support and intervention programs.

Emphasize the positive always reward students for doing the right thing. Don’t put emphasizes on the negative rewarding good behavior should be on a consistent basis. Positive support intervention should be individualized, prevention before react, everyone must be involved. Students and staff have a clear definition of expected behavior, students and staff have a clear definition of problem behavior and consequences. Also, students are provided instructional assistance on positive, reward students and encourage students to behave differently, implement program over a long period by monitoring, coaching and supporting. A positive behavior intention plan gives feedback to staff and training on implementation of the established system.

2.3 Analyze the major components of multi-tiered systems in education RTI

(1) Current functioning level. The level on which the student is currently functioning and how the student’s disability is affecting the student academically. (2.) provide a set of annual goals and objectives that the IEP teacher has to be responsible for developing for a 12-month period.

2.4 roles and skill sets that special education teachers must possess.

Special education teachers must use instruction material and interventions that are evidence base. Special education teachers must initiate several styles and methods to learning. Special education teachers must have behavioral support. Special education teachers must be able to collaborate with general education teachers. Special education teachers must make decisions that are data base.

3.1 Strategies for incorporating students’ individualized education program (IEP) objectives into lesson planning.

Change lesson format, same content but not as complex, assistive technology tools, larger print size, arrange classroom where there is less distractions, adjust grading system, allow students to use art to present answers, small group as opposed to large groups, read test material to students, larger print, reading the test to the student, use a computer as opposed to pencil and paper, allow students to listen to a text book on tape.

3.3 Differences between accommodations and modifications in lesson planning and instruction.

Modifications are used when there is a curriculum change. Modifications are also changes in the instructional content and expectations are changed. Accommodations are used to alter the environment and the format of the curriculum. Accommodations are changes to the environment to allow students to overcome disadvantages.

3.4 Assistive technology tools and resources.

SIP and PUFF systems (use by students with a disability in fine motor skills). Text-To-Speech assistive tools (assist kids who experience problems with reading standard print). Talking Spell Checker (assist students who are poor spellers). Text Magnifier (used to magnify the content and used for low vision readers.) Assistive Listening System (used as amplifiers for students who are hearing impaired).

4.1 Identify instructional approaches and strategies for teaching study skills and applied academics to exceptional learners in order to promote functional competence.

Functional competence can be utilized in the application of core academic content. Reading is useful for reading information. Math is useful for budgeting and managing money, telling time and etc. Expressive writing for writing thank you notes, sending invitations, etc. Science for health education (oral hygiene and health related issues). Appropriate study skills can be used for taking good notes, better test taking skills, time management which can translate into completion of test, and better listening skills which can translate into a better understating what is being taught. Strategies for teaching study skills; explicit instructions use explicit instructions to teach the specific steps including when, where and how to use the strategy. Model the strategy, incorporate activities so that the student will want to continue to use the strategy.

4.2 Identify the transitional phases that occur across grade levels for exceptional learners.

Two types of transitions, vertical and horizontal; students go through a lifelong process: students are born,  then preschool (from home to school setting) l, elementary (separate school or neighborhood school)  secondary (general or special education)  early adulthood (single, married, living alone/with others)  middle adulthood, (family care or community living)  and other adulthood (family relationships or alone) other adulthood (family/alone).

4.3 Most beneficial aspects of career education and development for exceptional learners.

There’s a higher rate of graduation when career education is taught because; there is a higher graduation rate, the skills developed can translate to employ ability, allows the student to recognize their interest and strengths, job placement for jobs that the student has been prepared for, and explore careers that may be an interest. Key elements of the transition planning process; systematic and comprehensive planning, action phase, coordination, cooperation, communication and collaboration with other agencies, the community and etc.

References

Source: Table 6.1 From Functional Curriculum for Elementary and Secondary Student with Special Needs, 3rd Ed. (p. 165), by Paul Wehman, John Kregel, 2012, Austin, TX: PRO-ED. Copyright 2012 by PRO-ED, Inc.

IRIS Center Peabody College Vanderbilt University, TN. 37203 iris @vanderbilt.edu

Polloway, E. A., Patton, J. R., Serna, L., & Bailey, J. W. (2018). Strategies for teaching learners with special needs (11th ed.). Upper Saddle River, NJ: Pearson.

Laviano J. & Swanson J. (2017) Your Special Education Rights; Skyhorse Publishing, 307 West 36th Street, 11th Floor, New York, NY 10018