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Special Education 547

This resource discusses the identification of curricular needs and assessment considerations in special education, including early childhood, elementary, middle and high school levels. It also covers topics such as assistive technology, instructional techniques, personal management, curriculum considerations, assessment techniques, and personal care management.

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Special Education 547

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  1. Special Education 547 Unit Three Curricular and Assessment Issues Kevin Anderson Minnesota State University Moorhead 2006

  2. Identifying Curricular Needs • Organizational and Independent Work Skills/Motor Skills Checklist • Curriculum-based measures • Standardized assessments

  3. Considerations for Assessment • Early Childhood • Setting • Supports • Staff • Teachers • Activities • Peer interactions • Case Example

  4. Considerations for Assessment • Elementary • Grade level • Building philosophy • Supports • Peers • Staff • teachers • Curricular expectations • Case Example

  5. Considerations for Assessment • Middle and High School • Grade level • Placement and supports • Future interests • Level of independence • Case example

  6. Assessment • Identification of disability • Educational placement • Curricular expectations • Curricular barriers • General management skills • Maintaining pace with peers

  7. AT Topics • Discussion on practicum projects • Case reviews • Project reviews • Review of chapter readings • Instructional techniques • Rationale for AT • AT options

  8. Early Childhood • Early childhood AT considerations • ECSE issues • Age-specific needs • AT needs • Communication • Literacy • Computational

  9. Instructional Adaptations • Assessment and instruction • Identifying adaptation needs • Personal independence • Recreation and leisure • Curricular • Selecting adaptations • Training and evaluation

  10. Assessment and Instructional Techniques • Tools • Discrepancy analysis • Task analysis • Prompting systems • Learning strategies • Demonstration Model

  11. Personal Management • Hygiene skills • Eating and toileting skills • Alternative methods • Tube feeding • Catheterization • Colostomy care • Independent cares

  12. Personal Management • Dressing • Instructional techniques • Adaptations • Home care and management • Adaptations • Environmental control • Community-based instruction • Barriers • Self-advocacy

  13. Curriculum Considerations • Assessment • Identification of priority needs • Impact on core curriculum • Designing program • Instruction techniques

  14. Assessment • Discrepancy analysis • Task analysis • Observation of performance • Record of performance error’s • Determining instructional approach • Direct instruction • Use of adaptations • Alternative methods

  15. Instruction • Prompting systems • Learning strategies • Demonstration model • Response prompts

  16. Personal Care Management • Issues regarding feeding and respiration • Issues regarding personal cares • Impact on educational program • Personal and social development and awareness • Progress towards independence

  17. Feeding and Respiration • Terms • Feeding • Swallowing • Aspiration • Considerations • Feeding skills • Feeding utensils • Positioning • Swallowing • Respiratory and gastrointestinal factors • Nutritional requirements • Oral and pharyngeal activity

  18. Impacting Conditions • Prematurity • Upper airway obstruction/anomalies • Congenital defects • Traumatic injury • Neurological conditions

  19. Impact on Learning • Nutritional intake • Development and maintenance of teeth and gums • Sensory stimulation • Communication and personal/social skills • Security and attachment

  20. Typical Development • Oral-motor skills related to feeding • Rooting response • Automatic phasic bite-release pattern • Gag response • Bottle drinking • Sucking • suckling • Spoon feeding • Cup drinking • Solid foods • Bite • Munch • Rotary jaw movements

  21. Typical Development • Respiratory development • “Belly breathing” through most of first year • Develops coordination with movement, feeding and swallowing, and communication • Increased abdominal control, stability of shoulder girdle, expansion of rib cage - leading to abdominal thoracic breathing • Respiratory coordination with oral/pharyngeal activity in feeding and swallowing • Postural control • Physical growth • Skeletal changes in alignment • Sensory experiences • Respiratory function

  22. Essential Components • Feeding • Upper airway protection • Gag response • Lower respiratory system function • Oral-motor skills • Sound production • Coordination with movement and respiration • Emotional state • Lips, tongue, teeth • Imitation • Basic needs • Interaction

  23. Dysfunction in Feeding • Impact of tone • Atypical movement patterns for example… • Upper body hyper-extension leading to jaw thrust and retraction • Asymmetry leading to retraction and deviation to side • Tongue retraction leading to tongue thrust • Decreased sensory experiences

  24. Dysfunction in Respiration • Impact of tone • Compensatory patterns for example… • Low tone leading to thoracic retraction • High tone leading to elevation and internal rotation of shoulder girdle • Decreased respiratory function • Impacts feeding and swallowing, compromising safety • Interferes with phonation

  25. Evaluation Process • Conducted by specialists who are knowledgeable in typical and atypical development • Oral-motor structures • Feeding and swallowing skills • Respiratory coordination • Body systems • Monitored by educational team • Oral sensory needs • Nutritional needs • Medication impact • Positioning and handling issues

  26. Considerations for Consultant • Postural control and movement • Sensory stimulation • Respiratory function • Positioning • Methods of liquid intake • Use of utensils for solid food intake • Biting and chewing • Drooling • Sound/speech production • Communication

  27. Considerations for Intervention • Establish goals and objectives for student performance • Determine adaptations and strategies for intervention • Ensure proper training • Introduce interventions outside of actual “mealtime” or informal feeding opportunities • Oral hygiene

  28. Considerations for Intervention • Use of positioning and handling • Selection of utensils • Selection of food and liquids • Consistency • Texture • Taste • Nutrition • Preparatory activities • Facial and oral tactile sensitivity • Facial and oral preparation • Incorporating into normal routines

  29. Considerations for Intervention • Direct intervention techniques • Oral control • Cup drinking • Spoon feeding • Solid foods • Respiratory coordination • Preparatory activities of oral-motor structures • Neurodevelopmental treatment of trunk and extremities

  30. Personal Cares • Self-care skills • Hygiene • Eating and toileting • Dressing • Use of adaptations • Home management skills • Kitchen skills • Housekeeping • Use of technology • Community-based skills • Transportation • Access to facilities • Barriers • Recreation and leisure opportunities

  31. Hygiene • Personal and family values • Impact of disability • Areas of care • Hand washing • Face and body washing • Hair care • Oral hygiene • Personal hygiene

  32. Eating and Toileting • Typical development • Impact of disability • Independent skills • Training methods • Alternative methods • Tube feedings • Catheterization • Colostomy care • Independent care versus adult assistance

  33. Dressing • Typical development • Impact of disability • Motivation and preferences • Use of adaptations

  34. Recreation and Leisure Opportunities • Impact of Section 504 and ADA • Physical access versus program or service access • Role of DAPE teachers • Terms • Recreation • Leisure

  35. Physical Education • “Physically educated” • Skills necessary to participate in physical activity • Level of physical fitness • Appreciation of physical activity • Physical activity for enjoyment and health • “Physical education” • Physical and motor fitness • Fundamental motor skills • Special PE, APE, movement education, and motor development

  36. DAPE • Modeled after regular PE program with necessary adaptations for success • Challenging • Consideration of life-long needs • Integration with non-disabled peers • Individualized selection of activities

  37. Collaboration • Assessment of motor abilities • Prioritizing needs • Anticipation of future environments • Consideration of extracurricular activities • Developing plan, including goals and objectives, placement, activities, and adaptations

  38. Leisure and Recreation Education • Personal preferences • Non-competitive nature • Not only fitness-related • Domain-based • Creative • Science and technology • Nature • Sports

  39. “Work” • Directing physical and mental effort toward the achievement of something productive • Competitive employment • School work • Daily living • Personal growth • Leisure opportunities

  40. Barriers to Employment • Need for extra support • Complexity of physical and medical needs • Low level of self-determination • Limited social experiences

  41. Essential Characteristics • Self-reliance • Self-evaluation • Self-adaptability • Self-determination

  42. Self-reliance • Psychological coping • Physical capacity and stamina • Mobility • Communication • Bathroom use • Eating and drinking

  43. Self-evaluation • Self-awareness • Interests • Preferences • Strengths • Needs • Standard • What is expected • How skills compare to others • Where improvement is needed

  44. Self-adaptability • Depending on one’s ability to make choices and manage their own behavior • Demonstration of ability and judgment • Adaptability Model • Decision making • Independent performance • Self-evaluation • Autonomy

  45. Self-determination • Self-determined Learning Model of Instruction • Encourages students to “become causal agents in their lives” • Educational supports are described • Characteristics • Self-awareness • Problem-solving skills • Pride • Striving for independence

  46. Life-Span Transition Education • Four stages of career development • Awareness • Exploration (Occupational Outlook Handbook) • Preparation • Placement/follow-up and continuing education • Three career education curriculum areas infused with above • Daily living skills • Personal-social skills • Occupational skills

  47. Preparation and Training • Train to job interest • Train for the environment • Find a mentor from job interest • Work on enhancing skills for specific job interest • Train for accessing help when needed • Train for job market

  48. Preparation and Training • Train for critical skills • Train in community settings • Use instructional strategies • Train for independence • Prepare before graduation • Coordinate with community supports

  49. Transition From School To Employment • Assessment of abilities/job skills • Record of experiences • Inventory of interests • Selection based on meaningful job opportunities • Necessity of job

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