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Course 605 and 606 PowerPoint PPT Presentation


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Session 1. Course 605 and 606. Basic Brain: Hands together Amygdala : Developmental decision making ability. Safety First: Upside-down brain story (Criminals). Connected Kids Learn. The dreaded AUDIENCE PARTICIPATION!. Going Back in Time.

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Course 605 and 606

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Session 1

Session 1

Course 605 and 606


Connected kids learn

  • Basic Brain: Hands together

  • Amygdala: Developmental decision making ability.

  • Safety First: Upside-down brain story (Criminals)

Connected Kids Learn


The dreaded audience participation

The dreaded

AUDIENCE PARTICIPATION!

Going Back in Time


Engaged kids have no opportunity to misbehave

  • ONLY 25% of all learners are true auditory learners

    • 50% of all High School teachers come from this population.

    • So how do they teach???

Engaged kids have no opportunity to misbehave


Where am i and what have i done

Back to Back

Pair and share: 10 things about your new partner.

Dr humor

Circles of Learning: What are they and why do we use them?

Where am I and what have I done?


House keeping

  • Assignments: What, where, & how!

  • Start time negotiable: What would we like to do to make sure we all get here on time?

  • Get out of your comfort zone.

    • Spelling is NOT an indication of intelligence!

  • Side bar conversations: 1 deaf ear makes it tough for me to hear!

  • Organization of assignments:

    • Neurotic Recommendation

House keeping


Historical perspective of special education legislation handout

  • Federal Law: 94-142 Becomes IDEA 1990

    • Now IDEA 2004 : Revised every 5 years

  • Sate Law Chapter 89 : 1973

    • NOW Chapter 115 (Act 258 in 2006)

  • Rehabilitation Act of 1973

    • NOW ADA

    • Section 504

Historical perspective of special education legislation: Handout


Basic tenets fape and lre

  • FAPE

    • Free and Appropriate Education

  • LRE

    • Least Restrictive Environment

  • 605 Course Handout

  • Basic tenets: FAPE and LRE


    Iep team memberships roles and responsibilities

    • General Overview

    • POP QUIZ: is a school psychologist required to be at an IEP team meeting?

    • Required members

      • Special Education Teacher

      • Regular Education Teacher

      • Parent (or Child if age 18 or older)

      • Local Education Agency Representative (LEA Rep)

    IEP Team memberships: roles and responsibilities


    Major iep components eligibility program and placement

    • General Overview

    • Nitti Gritty LAW PI 11 Administrative Rule

      • Group 1 SLD/ EBD

      • Group 2 CD

      • Group 3 SL/SDD

      • Group 4 Autism

    Major IEP components: eligibility, program and placement


    Eligibility criteria ebd ld cd ec

    In Depth with Jesse

    Course handout

    Eligibility criteria: EBD, LD, CD, EC

    COGNITIVE DISABILITIES


    Why change

    Definition of Cognitive disabilities needs to be updated

    Why Change?

    • Drops the artificial separation by intellectual level (mild, moderate,severe or profound) and considers the child as a whole


    Why change1

    Strengthens the need to assess individual adaptive behavior areas rather than a reliance on one over all adaptive behavior score

    Why Change?

    • Strengthens the need to assess the individual academic areas rather than grade level measurement

    • Assists the IEP team in program planning for the child


    Definition

    Cognitive disability means:

    DEFINITION

    • significantly sub-average intellectual functioning

    • that exists concurrently with deficits in adaptive behavior

    • and that adversely affects educational performance.


    Assumptions

    Valid assessment considers cultural and linguistic diversity as well as differences in communication and behavioral factors

    Assumptions


    Assumptions1

    The deficits in adaptive behaviors occurs within the context of community environments typical of the individual’s age peers

    Assumptions


    Assumptions2

    Specific adaptive behavior deficits often coexist with strengths in other adaptive behaviors or other personal capabilities

    Assumptions


    Assumptions3

    With appropriate supports and services over a sustained period, the life functioning of the individual with cognitive disabilities will generally improve

    Assumptions


    Eligibility criteria

    The IEP team may identify a child as having a cognitive disability if the child meets the criteria specified in PI 11.36 (1) (b) with regards to;

    Eligibility Criteria

    • Intellectual Functioning

    • Adaptive Behavior

    • Academic Functioning


    Intellectual functioning

    The child has a standard score of 2 or more standard deviations below the mean on a least one individually administered intelligence test developed to assess intellectual functioning.

    Intellectual Functioning


    Intellectual functioning1

    When evaluating a child, the child has;

    Intellectual Functioning

    • a standard score between 1 and 2 standard deviations below the mean on at least one individually administered intelligence test

    • the child has been documented as having a cognitive disability in the past

    • The child’s condition is expected to last indefinitely


    Adaptive behavior

    The child has deficits in adaptive behavior:

    Adaptive Behavior

    • As demonstrated by a standard score of 2 or more standard deviations below the mean on standardized or nationally-normed measures

    • As measured by comprehensive, individual assessments


    Adaptive behavior1

    Assessments include interviews of the parents, tests, and observations of the child in adaptive behavior which are relevant to the child’s age

    Adaptive Behavior


    Adaptive behavior2

    Adaptive Behavior to be assessed includes;

    Adaptive Behavior

    • Communication (relevant for ages 3-21)

    • Self-care (relevant for ages 3-21)

    • Home-living skills (relevant for ages 6-21)


    Adaptive behavior3

    Social skills (relevant for ages 3-21)

    Adaptive Behavior

    • Appropriate use of resources in the community ( relevant for ages 6-21)


    Adaptive behavior4

    Self-direction (relevant for ages 6-21)

    Adaptive Behavior

    • Health and Safety (relevant for ages 6-21)

    • Applying academic skills in life (relevant for ages 6-21)


    Adaptive behavior5

    Leisure (relevant for ages 6-21)

    Adaptive Behavior

    • Work (relevant for ages 14-21)


    Academic functioning

    The child is age 3 through 5 and has a standard score of 2 or more standard deviations below the mean on standardized or nationally-normed measures, as measured by comprehensive, individual assessments in at least 2 of the following areas:

    Academic Functioning


    Academic functioning1

    Academic readiness

    Academic Functioning

    • Comprehension of language or communication

    • Motor skills


    Academic functioning2

    The child is age 6 through 21 and has a standard score of 2 or more standard deviations below the mean on standardized or nationally-normed measures, as measured by comprehensive, individual assessments, in;

    Academic Functioning

    • general information


    Academic functioning3

    And at least 2 of the following areas:

    Academic Functioning

    • Written language

    • Reading

    • Mathematics


    Levels of supports

    In the 1992 AAMR definition of CD, levels of

    supports are used to reflect intensities of

    supports and services necessary for

    individuals with CD to become more

    independent, productive, and integrated into

    the community.

    Levels of Supports


    Course 605 and 606

    Cognitive disabilities typically manifest before age 18

    Note

    • An etiology should be determined when possible, so that the IEP team can use this information for program planning


    Need for special education pi 11 35 3

    Need for Special Education[ PI 11.35 (3)]

    • “Disability” means impairment and need

    • for special education

    • Not automatic


    Need for special education

    The IEP team shall identify all of the following:

    Need for Special Education

    • Needs that cannot be met in regular education as structured


    Need for special education1

    Modifications, if any, in regular education, such as;

    Need for Special Education

    • Adaptation of content

    • Adaptation of methodology

    • Adaptation of delivery of instruction


    Need for special education2

    Modifications, if any, in regular education, that allow the child:

    Need for Special Education

    • To access general education curriculum

    • To meet the educational standards that apply to all.


    Need for special education3

    Additions or modifications, if any, not provided in general curriculum, including:

    Need for Special Education

    • Replacement content

    • Expanded core curriculum

    • Other supports


    Resources

    American Association on Mental Retardation (1992), Mental Retardation, Definition, Classification, and Systems of Supports, Washington D.C., Author

    Resources

    • American Association on Mental Retardation (1992), Mental Retardation, Definition, Classification, and Systems of Supports Workbook, Washington D.C., Author


    Questions

    Questions


    Specific learning disability

    Specific Learning disability


    Iep introduction and hands on activity

    What is an IEP?

    Handout: Guide for Writing IEPs

    IEP introduction and hands on activity


    Modifications and accommodations of general education curriculum

    Modifications and accommodations of general education curriculum


    Collaboration with regular and special education staff

    Collaboration with regular and special education staff


    Assignment of projects

    Assignment of projects


    1 st class is done

    1st Class is done!


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