Student Support
Download
1 / 19

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


  • 151 Views
  • Uploaded on

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

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about ' Director: Dr. Deirdre J. Osypuk Assistant Director: Beth M. Goldsnider' - shalin


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript

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.



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

Disorganized

Short-term + Long-term memory deficits

Instructional Strategies:

-pair verbal w/written directions

-manipulatives

-check-in/check-out

-opportunities for independent

practice

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

-repetition

-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

role

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

Strategy:

Specific to impairment

Characteristics of Students with Other Health Impairments


Characteristics of students with add or adhd

ADD/ADHD heightened alertness with respect to the educational

-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

organization

ADHD-interrupts, blurts out

answers, finishes assign-

ments quickly but incompletely

impulsive, hyperactive

Instructional Strategies:

-visual timer

-preferentialseating

-step by step directions

written out

-frequent feedback

-token reinforcement

system

-responsecost

-Differential Reinforcement

of Incompatible

-movement breaks

Characteristics of Students with ADD or ADHD


Characteristics of students with autism

Impaired pragmatic/functional language heightened alertness with respect to the educational

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

change

- 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 heightened alertness with respect to the educational

Difficulty managing emotions, mood swings

Anxious, depressed, fearful

Difficulty building relationships with adults and peers

Pervasive across settings and persons

Instructional Strategies:

-consistency

-non-emotional response

-presentchoices

-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 heightened alertness with respect to the educational

  • Non-compliant

  • Argumentative

  • Weighs costs of behavior

Instructional Strategies:

-Precision Requests

-do not negotiate

-layout consequences

if chooses to behave

vsmisbehave

-findcarrot

-Behavior Intervention

Plans


Precision requests
Precision Requests heightened alertness with respect to the educational


Variables that affect compliance
Variables that Affect Compliance heightened alertness with respect to the educational


ad