Director: Dr. Deirdre J. Osypuk Assistant Director: Beth M. Goldsnider - PowerPoint PPT Presentation

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Student Support Services Adapted from: Disability Awareness and Universal Design by Dr. Ellen Stoltz, Chief Academic Officer. Director: Dr. Deirdre J. Osypuk Assistant Director: Beth M. Goldsnider. Who do we Supervise?. Special Education Teachers School Psychologists Social Workers

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Director: Dr. Deirdre J. Osypuk Assistant Director: Beth M. Goldsnider

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Director dr deirdre j osypuk assistant director beth m goldsnider

Student Support ServicesAdapted from: Disability Awareness and Universal Design by Dr. Ellen Stoltz, Chief Academic Officer

Director: Dr. Deirdre J. Osypuk

Assistant Director: Beth M. Goldsnider

Who do we supervise

Who do we Supervise?

  • Special Education Teachers

  • School Psychologists

  • Social Workers

  • Guidance Counselors

  • Speech Pathologists

  • Nurses

  • Occupational Therapist

  • Physical Therapist

  • Behavior Analyst

  • Special Education Instructional Assistants

  • Special Education Tutors

  • Applied Behavior Analyst Assistants

What district wide student populations do we serve

What District Wide Student Populations do we Serve?

  • Special Education

  • 504

  • Homeless

  • English Language Learners

  • B-3 Transitions

  • Child Find

What is our department s mission

What is our Department’s Mission?

  • To provide the supports necessary for all students to be successful in the academic, social, emotional, and behavioral realms.

  • To educate all students in the Least Restrictive Environment (LRE) to the maximum extent that is appropriate.

Why do we promote inclusion

Why do we Promote Inclusion?

  • Develops tolerance for individual differences

  • Positive academic and behavior role models

  • Students with disabilities achieve at higher levels when educated with their non-disabled peers.

Evidence to support inclusion

Evidence to Support Inclusion

Role of general education teacher

Role of General Education Teacher

  • Review and implement 504 Plans and Individual Education Plans (IEP)

  • Actively participate in Planning and Placement Team (PPT) and 504 meetings

  • Differentiate your instruction to meet the needs of all learners

  • Modify lesson plans, tests/quizzes per IEP, 504 Plan

  • Collaborate with special education teacher, related service staff

  • Refer students to Special Education or 504 if they have not made progress during the 3rd tier of SRBI.

Criteria for special education

Criteria for Special Education

  • 1 of 14 educational disabilities

  • Adverse impact on educational performance AND

  • Disability requires specialized instruction

Criteria for 504

Criteria for 504

  • Mental or physical impairment AND

  • Impairment substantially impacts a major life activity

Characteristics of students with learning disabilities

Achievement is above average in some areas and deficient in others despite average to above average cognitive ability


Short-term + Long-term memory deficits

Instructional Strategies:

-pair verbal w/written directions



-opportunities for independent


Characteristics of Students with Learning Disabilities

Characteristics of students with intellectual disabilities

Deficient intellect (IQ < 70) AND adaptive skills (< 78)

Significant deficit in adaptive functioning (communication, social, self-help skills) across settings

Socially: naïve; follower; easy target

Flat profile academically with exception of rote skills

Instructional Strategies: -direct instruction


-concrete examples

-relate to prior knowledge -manipulatives

Characteristics of Students with Intellectual Disabilities

Characteristics of students with speech and language impairments

Impaired articulation, expressive language, receptive language

Limited vocabulary, simple grammar and sentences, unusual word order, slow speech, word retrieval difficulties; circumlocutions

Instructional Strategies:

- ask students to para-

phrase directions

- pair with peer language


Characteristics of Students with Speech and Language Impairments

Characteristics of students with other health impairments

limited strength, vitality or alertness, including a heightened alertness with respect to the educational environment

attention deficit with/withouthyperactivity disorder, tuberculosis, rheumatic fever, nephritis, asthma, sickle cell anemia, hemophilia, epilepsy, lead poisoning, leukemia, or diabetes


Specific to impairment

Characteristics of Students with Other Health Impairments

Characteristics of students with add or adhd


-Not a skills deficit, but a

performance deficit

-Average to above

average cognitive ability

-Task dependent

ADD-inattentive, lacks

follow-through, difficulty

following multi-step

verbal directions, lacks


ADHD-interrupts, blurts out

answers, finishes assign-

ments quickly but incompletely

impulsive, hyperactive

Instructional Strategies:

-visual timer


-step by step directions

written out

-frequent feedback

-token reinforcement



-Differential Reinforcement

of Incompatible

-movement breaks

Characteristics of Students with ADD or ADHD

Characteristics of students with autism

Impaired pragmatic/functional language

Restricted repertoire of activity and interests

Impaired joint focus of attention

Difficulty holding reciprocal social exchanges

Difficulty understanding others emotions

Instructional Strategies:

- picture schedules

- postedroutines

- advanced notice of


- social stories

- Picture Exchange

Communication Systems

- Applied Behavior Analysis

- Discrete Trial Instruction

Characteristics of Students with Autism

Characteristics of students with emotional disturbance

Typically average to above average cognitive ability

Difficulty managing emotions, mood swings

Anxious, depressed, fearful

Difficulty building relationships with adults and peers

Pervasive across settings and persons

Instructional Strategies:


-non-emotional response


-extended time;

-pair w/positive social,

emotional peer models

Characteristics of Students with Emotional Disturbance

Characteristics of oppositional defiant disorder

Characteristics of Oppositional Defiant Disorder

  • Non-compliant

  • Argumentative

  • Weighs costs of behavior

Instructional Strategies:

-Precision Requests

-do not negotiate

-layout consequences

if chooses to behave



-Behavior Intervention


Precision requests

Precision Requests

Variables that affect compliance

Variables that Affect Compliance

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