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A few important legislative cases and terminology

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A few important legislative cases and terminology

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Overview of Endrew F. v Douglas County School District

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The court case  Endrew F. v. Douglas County School District is
an important and crucial legislation that  informs our efforts to improve academic outcomes for children with disabilities. Kell, M. & Bateman, D (2016) states  .." it addressed the question of how much educational benefit public schools are required to provide to students with disabilities who are eligible for special education  services under the Individual with Disabilities Education Acts (2006) to confer a free appropriate public education (FAPE). School districts must aim to enable students to make academic and functional progress in light of their circumstances."

As special education teachers, we must design the students IEP to provide the best education possible for him or her and help the student make progress. Reasonable and specific goals must be written with input from all stakeholders- including parents. The goals, should be ambitious, and attainable. This requires us, as teachers to look at each student individual needs, consider what accommodations needs to be put in place,  and use research based practice in our instruction.

The courts previously relied on the landmark case Board of Education of Hendrick-Hudson Central School District v. Rowley. 458 U.S. 176 (1982) (“Rowley”). In Rowley, the Court held that Amy Rowley, a child with a disability involved in the case, would receive FAPE if her IEP was “reasonably calculated to enable the child to achieve educational benefits."

Pullen and Hallen (2015)  have recommended that instruction for students should be (a) explicit , (b) systematic, (c) intensive, with (d) corrective feedback and (e) positive reinforcement.

References
Pullen, P. C (2016) .Historical and current perspectives on learning disabilities in the United States. Learning Disabilities: A Contemporary Journal, 14, 25 -37.

Redd, Sandra . [Sandra Redd]. (2017, October 22). Overview of Endrew F v Douglas County School District [Video]. YouTube. https://www.youtube.com/watch?v=GRj4R0hgi8w

Yell, M. L. & Bateman, D. F. (2017) Endrew v. Douglas County Supreme Court decision. Teaching Exceptional Children, 50, 1-9

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Dyslexia – Difficulty with reading

Problems reading, writing, spelling, speaking

Dyscalculia – Difficulty with math

Problems doing math problems, understanding time, using money

Dysgraphia – Difficulty with writing

Problems with handwriting, spelling, organizing ideas

Dyspraxia (Sensory Integration Disorder) – Difficulty with fine motor skills

Problems with hand-eye coordination, balance, manual dexterity

Dysphasia/Aphasia – Difficulty with language

Problems understanding spoken language, poor reading comprehension

Auditory Processing Disorder – Difficulty hearing differences between sounds

Problems with reading, comprehension, language

Visual Processing Disorder – Difficulty interpreting visual information

Problems with reading, math, maps, charts, symbols, pictures

Kemp, G ., Smith, M.,  & Segal, J.,  ( November 2019). Learning Disabilities and Disorders. https://www.helpguide.org?

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Is Dyslexia a Learning Disability or a Learning Ability? | Gabi Renola | TEDxYouth@ParkCity

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It is said that five percent of students have a learning disability, so a teacher can expect to have a student with a learning disability in their classroom. It  is important to know how to accommodate their needs and differentiate instruction. As a teacher we should focus on the student first, then the curriculum.

A student that has learning disabilities experience difficulties in cognitive processing related to learning that interfere with understanding  basic skills. We as teachers, need to know , that students with learning disabilities process and receive information differently. It is not a problem with their intelligence or motivation.
Observing and taking note of students who appear to be struggling in areas of reading, math, writing, listening, speaking and reasoning is necessary.
Providing accommodations and modifying  instructional delivery and keeping abreast of current research practices will assist the student in making progress.

Teacher delivery instruction should include:

break learning into small steps;

administer probes;

supply regular, quality feedback;

use diagrams, graphics and pictures to augment what they say in words;

provide ample independent, well-designed intensive practice;

model instructional practices that they want students to follow;

provide prompts of strategies to use; and

engage students in process type questions like “How is the strategy working? Where else might you apply it?”

Learning Disabilities Association (2015, October 15) Successful Strategies for Teaching Students with Learning Disabilities .https://ldaamerica.org/info/successful-strategies-for-teaching-students-with-learning-disabilities/

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In the article, Learning Disabilities: An Overview (2008) , The Individual with Disabilities Education Act (IDEA), a federal law, defines a learning disability as a condition when a child's achievement is  substantially below what one might expect for that child.
Turnbull, A, & Turnbull, R., & Wehmeyer, M. & Shogren, K.  (2020) further states that the disorder may manifest itself in an imperfect ability to listen, think, speak, read, write , spell, or do mathematical calculations.

Difficulty in school doesn’t always stem from a learning disability. Anxiety, depression, stressful events, emotional trauma, and other conditions affecting concentration make learning more of a challenge. In addition, ADHD (Attention. Deficiency HyperActivity Disorder) and autism sometimes co-occur or are confused with learning disabilities.

LD Online (2008) Learning Disabilities: An Overview http://www.ldonline.org/article/Learning_Disabilities%3A_An_Overview

Turnbull, A., Turnbull, R.,  Wehmeyer,  M., Shogren, A., (2020). Exceptional Lives: Practice, Progress, & Dignity in Today's Schools (9th Edition) Pearson Education

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Lavone (2010) states that individuals with learning disabilities tend to be less accepted by peers, interact awkwardly and inappropriately in social situations and are socially imperceptive. Social competence is  the smooth sequential use of social skills to establish an ongoing social interaction
Two hypothesis explains  the nature and causes of social incompetences:
(1) social skill deficits are the result of the same neurological dysfunctions that cause academic problems and
(2) social disabilities are caused by chronic school failure and rejection

Factors that may contribute are:
cognitive traits, severity of  learning disability, gender and hyperactivity

Ross Greene writes that ‘kids do well if they can’ and we need to understand the lagging social competence skills that might be getting in the way of effective interpersonal relationships. The first step is to figure out what might be underlying the student’s particular social struggles. Is it a problem in self-regulation? It is an information processing problem? Is it anxiety and a reluctance to initiate a social conversation? Or a combination of all of these factors?

Griffiths, D. (1995). Teaching for generalization of social skills with persons who have developmental disabilities. Developmental Disabilities Bulletin, 23(2), 43-58. Retrieved from http://search.proquest.com/docview/618913439?accountid=14771
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Tip Sheet of Techniques for Teachers For Social Competence

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Tip Sheet of Techniques for Teachers For Social Competence

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Turnbull, et al (2020) states that
Intelligence Tests, Achievement Tests and the Discrepancy model (comparing two norm referenced  test scores) are used to evaluate  and determine a learning disability.
Response-to-Intervention (RTI) is a problem solving approach with multiple tiers of researched based interventions matched to student needs.

Turnbull, A., Turnbull, R.,  Wehmeyer,  M., & Shogren, A., (2020). Exceptional Lives: Practice, Progress, & Dignity in Today's Schools (9th Edition) Pearson Education

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TedxTalks. (2018) January, 15) TedxYouth@ParkCity-Gabi Renoli-Is Dyslexia a Learning Disability or a Learning Ability {Video).YouTube https://www.youtube.com/watch?v=8nRFIfWaIfo&t=41s

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Turnbull et al, (2020)  gives three probable causes for  learning disability  development

The central nervous system dysfunction

Genetics

Environmental causes ( to include ineffective teaching practices)

Turnbull, A., Turnbull, R.,  Wehmeyer,  M., Shogren, A., (2020). Exceptional Lives: Practice, Progress, & Dignity in Today's Schools (9th Edition) Pearson Education

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There are three trending topics facing the field of Early Childhood Special Education: (1) expulsion and suspension, (2) mental health supports, and (3) cultural and linguistic diversity.
(Bateman, D. F, & Yell, M. L, 2009)

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Facts:

Preschool children 3x more likely to be expelled or suspended more than K12 students (Gilliam, 2005)

Preschools report expelling  students at a rate 13x higher than K12 schools (Gilliam, 2005)

Males expelled at a rate of 4 .5 higher than females (Gilliam, 2005)

African American students  expelled or suspended at 2x the rate of non African Americans

Black children represented  19%  of the preschool population- but made up 47% of students expelled (US Dept of Education Office of Civil Rights, 2014)

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Reducing Explusions and Suspensions in the Early Childhood Centers

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Reducing Explusions and Suspensions in the Early Childhood Centers

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Features in the classroom (student- teacher ratio, availability of behavioral supports and consultants) Dunlap (2006)

teachers implicit bias and stress (Dunlap, 2006)

Examinations of why young black males are being expelled and suspended at a higher rate have revealed that implicit bias plays in exclusionary role, which unfairly shapes the discipline process.  (Gilliam,  Maupin &  Reyes, 2016) Implicit bias as defined by Gilliam et al, 2016, is the automatic and unconscious stereotypes that drive to behave and make decisions in certain ways . It was discovered that teachers are more likely to express less empathy whose race is different when learning about difficulties at home or other environmental factors.

Current effective practices to address suspensions and expulsions are:
(1) Pyramid Model, (2) Incredible Years :Teacher Training Program (3) Second Step and (4) Promoting Alternative Thinking Strategies

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Shonkoff (2012), states that trauma and adverse  early life experiences  (examples: exposure to drugs, domestic violence, untreated mental health concerns)
can lead to mental health needs for young children and their families.
Children from minority groups and those experiencing poverty are at an increased of  risk of exposure to
violence, drugs, abuse when compared to their peers (Lieberman, Chu, VanHorn &
Harris, 2011). The mental health  of  young children impacts their behavior.

Current Effective Practices to Address Mental Health Supports

Positive Parenting Program (Triple P)

Trauma-Focused Cognitive Behavioral Theory

Child- Parent Interaction Therapy

Access to trained staff is a major concern in early childhood programs (Green, 2006)

Cultural and Linguistic Diversity

Fact regarding Demographics:

Cultural & linguistic minorities make up 46% of the children under 18  inn the U.S. O'Hare, 2011)

50% of  pre-school age children come from non-English speaking homes (Espinosa, 2005)

Latino represent 40% of student populations (fastest growing population)

25% of children in  an early childhood setting experience severe poverty (Jiang, Ekono, & Skinner 2015)

Dual  language learners are under represented in early intervention programs

Black children are referred more for behavior issues and under reported for gifted and talented programs (Harry & Klinger, 2014)

Teachers feel unprepared to support students from linguistically different backgrounds and struggle to build relationships with families.
Current Effective Practices to Meet Cultural and Linguistic Diversity Populations

Assessment Tool Individual Growth and Development Indicators (IGDIs -Espanol)

Anti-Bias Curriculum

Culturally Responsive Instruction

Teachers need support and training to understanding that differences in language development does not represent a disability or a need for services. (Zepeda et al 2011)

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Hi everyone! We will take it up up a notch as we continue to Shine the Light on Learning Disabilities

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Hi everyone! We will take it up up a notch as we continue to Shine the Light on Learning Disabilities

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Using technology for professional development has enhanced the support for teachers  to address culturally and linguistically  diverse population.
Bateman, D. L. and Yell (2019) describes two current technology enhanced professional development practices :
websites or online learning modules accessed through a browsers  and 2) use of phones, tablets, or bug-in ear devices to deliver and share content.
These practices help  teachers  build confidence, and  increase their knowledge. This expands to

increase student engagement and family participation.
It is important for teachers to understand their students culture to meet their needs and  teach in different ways for students success. Expanding the curriculum to include diverse perspectives and materials and resources will show value of other cultures.

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Additional Resources for you to ExploreAt the beginning of the video you had the opportunity to experience what it feels like to struggle through a written text. Dyslexia for a Day: A Simulation of Dyslexia is a kit with five simulations that can be implemented by anyone. Here is the writing simulation in full. Click here for complete information about Dyslexia for a Day.Dyslexia is a complex construct with many different facets that need to be addressed. There are the jobs of finding the right intervention, working with the school district and becoming well-versed in dyslexia. This blog post includes a plethora of websites, articles and book suggestions to find out more.Visit the Dyslexia Training Institute to become trained in the intervention that is widely accepted in the dyslexia community (Orton-Gillingham). Decoding Dyslexia is a non-profit movement that is led by parents of children struggling with dyslexia. They are a local resource for parents in 25 states. This is the flagship branch that can send you in the right direction.For information about Special Education Law and Dyslexia: www.dyslexiatraininginstitute.org

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What is dyslexia? - Kelli Sandman-Hurley

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Dyslexia affects up to 1 in 5 people, but the experience of dyslexia isn't always the same. This difficulty in processing language exists along a spectrum -- one that doesn't necessarily fit with labels like "normal" and "defective." Kelli Sandman-Hurley urges us to think again about dyslexic brain function and to celebrate the neurodiversity of the human brain.

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1. Dyslexia. Merck Manual Professional Version. http://www.merckmanuals.com/professional/pediatrics/learning-and-developmental-disorders/dyslexia. Accessed June 8, 2017.

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Each Jigsaw group will take a section of the text (Chapter 4, Working With Parents)
Group 1- The Definition, Principles, and Importance of Family School Partnerships
Group 2- Barriers to Fulfilling the Principles of Family-School Partnerships
Group 3- Practices to Support Family -School Partnerships
Group 4- Directions for the Future

Study it to become familiar with it
Practice presenting it as a group (discussing the main points)
One individual from each group will join another group and present their info (Each group should have one individual/representative from the four groups)
Each individual will report back to their original  group and discuss the highlights of each section

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Examples of establishing a  family-professional partnership:

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Examples of establishing a  family-professional partnership:

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Communication: Maintaining a daily log between the parent and the school
Commitment:  Flexibility with meeting times with parents and professional
Equality:  Using  first names of the parents and professionals when communicating
Skills: Individualizing support for the child
Trust: Being reliable
Respect: Being cautious about overstepping boundaries
Blue -Banning, M., Summers, J.A., Frankland,  H.C. , Nelson, L. L. and Beegie, G. (2004) Dimensions of Families and professional partnerships: Constructive guidelines for collaboration. Exceptional children, Exceptional Children, 70, 167-184

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Shining the Light on Disabilities Family Feud PPT

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Darling-Hammond et al, (2007) states that there is evidence that many leaders are not born; rather most leaders who grow in expertise with experience become transformational leaders.  Leaders  in the field of special education need to have a mixture of leadership skills:  transformational, instructional, collaborative, and transactional.

There is a  demand for strong leaders and educators in the area of special education. Leaders build relationships that involve family and community partnerships, engage in conflict resolution strategies, encourage advocacy and create  compassionate, caring, respectful, humane policies and culture and engage in unbiased practices and design multi-tiered system of support. (Bateman, D & Yell, M, 2019)