Special Education Professional Development Training. I. Confidentiality II. ADHD III. Response to Intervention IV. Problem Solving Teams (PST) V. Special Education Process. Percentages per Disability Categories in Shelby County . Confidentiality.
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Special Education Professional Development Training
III. Response to Intervention
IV. Problem Solving Teams (PST)
V. Special Education Process
The Family Educational Rights and Privacy Act (FERPA) (20 U.S.C. § 1232g; 34 CFR Part 99) is a Federal law that protects the privacy of student education records. The law applies to all schools that receive funds under an applicable program of the U.S. Department of Education.
Attention Deficit / Hyperactivity Disorder
What is Attention Deficit / Hyperactivity Disorder (ADHD)?
Attention Deficit / Hyperactivity Disorder is a neurological disorder. Students with ADHD demonstrate significant impairment related to inattention and/or hyperactivity and impulsivity compared to average children of the same age.
Project your voice to be heard clearly by students
Be aware of competing sounds in room (air conditioning, humming of fluorescent lights).
Be aware that it is not that students are not focusing; they are focusing on EVERYTHING!!!
Use hands-on presentations / demonstrations
Use a laser pointer
Use visuals (pictures, diagrams, manipulatives)
Ask students to illustrate key points
Use clozemethod (class notes with key terms missing)
Explain the purpose and relevance of your lesson
Seat student near a “study buddy” or a good role model
Increase distance between desks
Allow extra time to complete work
Assist student in setting short-term goals
Give clear, concise instructions
Cue student to stay on task (private cue / signal)
Pair written instructions with oral instructions
Use contracts, charts, and BIPs for on-task behavior
Allow students to stand at times while working
Supervise closely during transition times
Praise appropriate behavior
Prompt appropriate social behavior either verbally or with a private signal
Praise compliant behavior (we know that students should be compliant at all times, but we know there are those who need encouraging!)
Provide immediate feedback
Ignore minor, inappropriate behavior (when acceptable)
Acknowledge positive, appropriate behavior of nearby students
Monitor social interactions
Encourage cooperative learning tasks with other students
Provide lessons on social skills
Response to Intervention
* Research-based curricula and instructional strategies
* Strategic teaching in ALL classes
* Peer-driven/Cooperative Learning
* Increased Student engagement
* Differentiated strategic teaching
* Teacher models strategies & scaffolding techniques
* Implementation of direct interventions related to student needs
* Research-based and target-level intervention strategies implemented
* Intensive instruction on a daily basis
Intensive Intervention classes
Differentiated strategy instruction in content classes small group-intentional groupings
Core instruction=Strategy instruction in content classes whole and small group
Name: _____________________________ Date: _____________
(If you did not complete the Confidentiality Agreement at the faculty meeting, please notify Mrs. Adams for another copy.)