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New Student: Now What?

New Student: Now What?. Sarah Helene Iverson Chamberlain High School 9-12 Special Education Teacher. Purpose of Presentation. To have a candid discussion as a group To share ideas of what we have individually done To assist each other to become better teachers. Why I choose this?.

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New Student: Now What?

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  1. New Student: Now What? Sarah Helene Iverson Chamberlain High School 9-12 Special Education Teacher

  2. Purpose of Presentation • To have a candid discussion as a group • To share ideas of what we have individually done • To assist each other to become better teachers

  3. Why I choose this? • Candid discussions with colleagues across the nation has revealed to me personally that others have similar thoughts • We have these students with very little information, some have more than others

  4. Research Background • What research? • Not a significant amount of research • Different ways we were taught in school • Jumped in head first and just figured it out

  5. What do we wish for? • IEP • Evaluation • Behavior Reports • Grade Reports • Progress Reports

  6. What do we usually get? • IEP • Evaluation

  7. Reasons for Wishes • Compliance • Correct Placement • Correct Services

  8. Scenarios • All of these scenarios are based on real situations I have encountered • No scenario is based on complete facts • No real names of students are being used

  9. Mild Disability Scenario • Ben • 15 year old male • Caucasian • Middle Income Family • Both parents have college experience • Been under special education services beginning in 2nd grade • Now in 9th grade

  10. Scores • FSIQ 92 • Verbal Comprehension 93 • Perceptual Reasoning 102 • Working Memory 88 • Processing Speed 94 • Writing 64 • Reading 82 • Math 77

  11. What does that mean? • Verbal Comprehension Index (VCI) • Perceptual Reasoning Index (PRI) • Working Memory Index (WMI) • Processing Speed Index (PSI)

  12. What next? • What’s first? • What are things to consider?

  13. Moderate Disability Scenario • Angela • 16 year old female • Native American • Lives with extended family • Has moved schools several times • Has been under special education services since 4 years old

  14. Scores • FSIQ 65 • Writing Expression 57 • Math Calculations 59 • Reading Comprehension 52

  15. What’s next? • What extra information would you like?

  16. Severe/Profound Disability Scenario • James • 18 year old male • Hispanic origin • Multiple Disabilities • Not known how long on services • Nothing known about family

  17. More Information • No Intelligence Score • No Achievement Scores • No Verbal Communication • Living in Group Home • Lived at Children’s Care Hospital for several years

  18. What’s next? • What would you do?

  19. Sources • Bos, C.S., & Vaughn, S. (2006). Strategies for teaching students with learning and behavior problems. (6th ed.). Boston: Pearson. • Drew, C. J., & Hardman, M. L. (2007). Intellectual disabilities across the lifespan. ( 9th ed.). Upper Saddle River, New Jersey: Pearson. • Hallahan, D. P., & Kauffman, J. M. (2006). Exceptional learners: An introduction to special education. (10th ed.). Boston: Pearson Education, Inc. • Kauffman, J. M. (2005). Characteristics of emotional and behavioral disorders of children and youth. (8th ed.). Upper Saddle River, New Jersey: Pearson. • McLaughlin, J. A., & Lewis, R. B. (2005). Assessing students with special needs. (6th ed.). Upper Saddle River, New Jersey: Pearson Prentice Hall.

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