+School related website

+Cool fact 2007-2008 13% of population in public schools had identified disabilities.

+It seems the switch to make schools inclusive is created by a culture shift within the school; working collaboratively, support services integrated into the school, resource availability, communal involvement, i.e...

+Presenting the process to attain inclusivity; describing ways to create sustained change through distributed leadership

+Development of your team through engagement, recruitment, and show of action plan and achievement

• Showing how 2e students can fall through the cracks, compensating for deficits using inferential reasoning and utilizing their cognitive capacity to "get by" despite difficulties.

• Often misdiagnosed, displaying behaviors of autism and ADHD, including oversensitivity to stimuli. Or otherwise not diagnosed, leading to lack of support leading to emotional and behavioral issues, continuing the lack of understanding of the conditions of twice exceptional students.

+Identification of 2e students using neuropsychological exams to collect a complete profile of a students cognitive strengths and weaknesses to compile an individualized curriculum'

• Emphasizing the concept of twice exceptional students to parents and teachers to better recognize student behavior and ability, such as exceptional ability in math and visual-spatial thinking yet a lack of ability in other subjects.

• No universal definition of exceptional children, allowing for wide spread set of circumstances and abilities

+Challenges educating 2e children including; focusing between intellectual abilities and special education needs.

• For many the tools are not in place for them to receive support, staring with the lack of support provided through an IEP plan.

+There are many benefits to providing students with support (of course).

• Showcasing that through recognition and understanding students' needs and accommodating appropriately can help shift perspective to a more understanding and beneficial for parents and teachers.

+This article is based more in disability related educational context to support recognition and understanding of the twice exceptional concept.

+Emphasis on literacy being the foundation for learning for development, communication, and creation of a better life.

+The impacts that disabilities can create that influence the way a student can learn impacting day-to-day life.

• Global developmental delay affecting motor skills, social-emotional development, and cognitive abilities

• Epilepsy causing lapses in processing and learning

+The importance of utilizing different learning styles to create associations; visual, auditory, tactile, musical, kinesthetic...

• Build learning confidence by implementing non-primary learning styles to bring content into different contexts

• Creating awareness by putting learning material into context, focusing on subjects, nouns and verbs to create recognition and understanding within a story.

+Literacy allows for students to access their potential, and be active in their life by recognizing the journey of their self. Literacy creates the foundation for further learning and awareness of life and with that can be used to create a bright future.

+ Hearing impairment is a common occurrence within the Australian population-- 1/6

• Communication is an essential part of life, and students with hearing loss can be accomodated, whether with technology or interpreters, based on student need.

+Impacts of hearing loss can affect the lives of students in several ways:

• Decreased level of literacy

• Need of assitive technology

• Lack of accessible resources

+Teaching strategies that can be beneficial to students with hearing impairments

• Accommodating seating

• Have supports; microphone, interpreter, assistive technologies

• Speak towards students

• Provide information and instruction in physical form to access

• Specific terms made available early in the course for interpreters

• Important to have access to this information for all teachers, as special education students rely on schools learning environment for their success.

• Inclusive classrooms pushing forward the need for informed practice to create environments that encompass all students

+The Education for all Handicapped Children Act

• Schools who accept federal funds must provide equal access education for children with and/or mental disabilities.

• Created the need for evaluation of children with disabilities to create individualized educational plans, to accommodate unique student needs.

+The Individuals with Disabilities Education Act (IDEA)

• Requiring IEPs for students eligible for special education services

• Provide students with appropriate restrictive environments

• Creates procedural safeguards to protects the rights of children and families with disabilities, giving parents rights to review educational records, get independent evaluations, and more.

• Creates appropriate evaluation processes, prohibiting single evaluations to dictate students disability, protecting from misidentification and discrimination

+The Assistive Technology Act

• Provides technology to assists disabled students so they can participate better in education, employment, and daily activities

• Provides funding for low-cost loans

+The Handicapped Children's Protection Act

• Schools receiving federal support to provide special-needs students nondiscriminatory access to the educational programs.

• Amended to authorize the award of attorney fees to parents or guardians of a handicapped students who wins in a civil suit.

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• Also been used to teach people with developmental disabilities that have little communication skills

+ Decrease in sign language communication as computerized systems have increased in use

+Recommended for individuals who have little or no verbal abilities

+Sign language can facilitate learning of social gestures-- an integral part of sign language

How to start teaching sign language

+ Begin with need based words and expressions

+Speech acceleration using sign language

• With signed speech same areas of the brain is receiving stimulation, collaborating with each other building connections

+ASL provides a compact form of communication to convey full sentences in a short amount of time and movements

+"Alternate forms of communication that are more appropriate to the current functioning ability of the child will greatly accelerate the learning of language and speed up the eventual acquisition of speech and writing English."

+Disability related on a parents website

• 72% of teachers of students with special needs modify their curriculum

• Teachers rank lack of adequate resources as an important criteria for success

• + Lists activities, explanation of the activity, the parameters you can set with the game, what the activity works,

+Who raised their hand?

• Students have to remember the order their classmates raised their hand then ask to speak and reproduce it

• Parameters you can adjust-- sequence length, memorization time, number of elements

• Works working and episodic memory

+Pocket Money

• Randomized amounts-- no memorization

• Recognizing and counting money

• Can adjust the type of currency, amounts, and largest bills

• Works planning, working memory, and shopping

+Get Dressed

• Appropriately dress a mannequin in terms of the order of placement and situation

• Parameters include: all types of clothing, presentation order, matching clothes, and types of distractors

• Works decision making, body schema, planning, and dressing

+Space Conquest

• Students have to jump between moving planets until they arrive at their final destination

• Parameters are speed, number of planets, format, and distractors

• Works spatial relationships, sustained attention, inhibition, planning, and processing speed

• This is my favorite one

+Waiter in Action

• Take the role of a waiter-- paying attention to different dishes and serve each customer

• Customizable-- varying levels

• Parameters are: Number of diners and food items, alternation of dishes, number of stimuli, maximum errors, and correction criteria

• Works on alternating attention, selective attention, sustained attention, inhibition

• A lot of potential in this

• Aims to stop something from happening or reducing a condition

• In example, preventing manic episodes in students by maintaining a specific schedule

+Remedial Interventions

• Eliminate effects of a disability buy equipping students with skills for individual work

• Example, student with ADHD, developing entry point into activities-- improving task initiation

+Compensatory Interventions

• Providing students with learning disabilities a special device that non-disabled children do not need

• Example, giving an autistic student a phonetic spelling software to convert student typing to the word they intended

Conducting effective lessons

+ Establishing clear expectations, create structure, and discuss behavioral expectations

• Provide needed materials, create a discussion around boundaries and expectations

+Reviewing previous material to get started on new material

• Scaffolding

+Help students with participating during lessons

• Create a cue for help

• Do not rush

• Self-concept development

+Group work as a way for students to maximize their learning using Think-Pair-Share

+Accommodate students with whatever they need to understand

+I didn't really like this website as much

+IEPs help focus on the unique needs of an individual student

+IEP goal describes what we hope the student will achieve with the intended outcome

• Goals need to be measured in an objective way-- progress must be measurable

• Must establish a criterion for mastery

• Use standardized tests and informal assessments to measure progress

+Use SMART goals to create IEP goals

+Before developing goals; baseline has to be measured

Reading Goals

+Phonemic Awareness- ability to hear and sequence sounds in spoken words

+Phonics- Relationship between the letters of written language and the sounds of spoken language

+Fluency- The ability to read text accurately and quickly

+Vocabulary- the words students must know to communicate effectively

+Comprehension- The ability to understand and gain meaning from what has been read

+Learning to read requires the student to learn specific skills in a sequence.

• Each step learns a new skill and builds upon another

+Goals can't be so broad; one skill with the action words surrounding it, giving a criterion and time for the goals to be tested and achieved

+Tips on writing IEP goals for different subjects, providing good examples of editing goals to be more conducive.

+Written to explain the process of writing goals for parents but educating on goals themselves

+Disability anywhere from dyslexia to attention deficit hyperactivity and on

+Intellectual disabilities, emotional disorders, and sensory impairments are not considered learning disabilities

• If impacting a childs' ability to learn they can be covered under special education laws

+IDEA guarantees free and appropriate public education designed to meet student individual needs

+Section 504 of the Rehabilitation Act protects children who have learning disabilities but do not receive services through IDEA

+Americans with Disabilities Act covers full range of state or local public schools even if they do not receive federal funding

+Testing accommodations made to prevent a students' disability from interfering with their ability to demonstrate their actual skill level.

• Not made to give unfair advantage and/or lower or higher standards

+To receive testing accommodations a student must be formally identified as having a learning disability

+Testing accommodations can include:

• Extended time/ rest time or breaks

• Preferential seating or exam in a quiet room

• Provision of a scribe or ability to take exam on a computer

+Accommodations are chosen by parents and teachers at an IEP meeting