Special Education. Secondary Undergraduate Program 2 nd term, ED 391 Fall, 2008 Dr. Yvonne Goddard [email protected] www.sitemaker.umich.edu/special.education. Key Terms in Special Education.
Exceptional Children: physical attributes and/or learning abilities differ from the norm (either below or above); individualized program of adapted, specialized education required to meet needs
At-Risk: not currently identified as having a disability, but considered to have a greater-than-usual chance of developing a disability
Disability (impairment): reduced function or loss of a particular body part or organ which limits ability to perform certain tasks
Handicap: problem a person with a disability may have when interacting with the environment (a disability may be a handicap in one environment, but not another)
YOU may be the ONE teacher who makes a difference in the life of THAT child!
SXI – Severely Multiply Impaired
Ben has an identified learning disability in reading and listening comprehension. He is reading well below grade level and cannot read the text you use in your classroom. What are some ways that you can help Ben be successful while simultaneously meeting the needs of your other students?
Sasha is on a 504 plan because she was diagnosed with ADHD by her pediatrician. Currently, she is taking medication but you have been told that this is a trial period and that it may take several months to get the medicine and/or dosages right. You’ve heard from her other teachers that she seems to be getting along fine in their classes, but you have her for 4th hour, just before lunch, and she seems to be struggling to focus during your class. Further, she becomes quite fidgety and jumps out of her chair frequently to sharpen pencils or wander around the room. What are some approaches you might take to help her be successful and to feel welcome in your classroom?
During Amy’s Kindergarten year, her teacher grew concerned about the lags in development that Amy demonstrated. She could not put her coat on or fasten her clothing. Once, when the teacher sent Amy to deliver a note to the office, she got lost trying to find her way back to the classroom. Academic delays were also quite apparent. By 1st grade, Amy was diagnosed with a mild cognitive impairment.
Amy is in your classroom this year and you wonder what you can expect from her after reading her file. She reads and writes well below grade level. All of her previous teachers indicate that she is a joy to have in class. What are some ways that you can help Amy succeed in your classroom? How can you be proactive about how Amy’s peers treat her?
Sean has an IEP with a behavior plan that requires certain steps be carried out in order if he has a verbal or physical outburst. The first step is to identify when he’s about to have problems and try to intervene early. The next step is to call the office. At that point, the office staff will contact an administrator and call the parents. In looking over his IEP, you discover that Sean is easily frustrated when he does not understand what he is supposed to do or when he is unable to complete a task. What are some things that you can do in setting up your classroom and thinking about how to help Sean be successful academically and behaviorally?
Each of these disorders has specific diagnostic criteria which been outlined in the American Psychiatric Association's Diagnostic & Statistical Manual of Mental Disorders (DSM-IV-TR).
You have an aide (parapro) in your room who has been assigned to Ruth. Ruth has one friend in your class with whom she feels comfortable working; her other peers tend to ignore her or laugh covertly at her. She often bursts out loudly in song or with a string of sentences that are usually off topic. She is able, however, to complete the academic work in your classroom. What are some strategies that you can use to help Ruth be accepted in your classroom? What are some ways that you might work with the special education teacher and the aide to help Ruth be successful?
Tyrell is reading well above grade level and his contributions to class discussions are quite thoughtful and insightful. There are times, though, that you wonder whether he is being challenged enough in your classroom. He sometimes clowns around and seems to enjoy the attention he gets from his peers when he does this. This behavior is often disruptive to your class. How can you provide instructional challenges for Tyrell in ways that help him be comfortable in not appearing too “different” from his peers?
Adults with disabilities continue to face lack of acceptance as full members of society.
Source: 24th Annual Report to Congress on the Implementation of IDEA.