Substitute Training- Special Education Overview 2013-2014

1. Substitute Training- Special Education Overview 2013-2014 Gina M. Flores Special Education Director Delilah Trevino Special Education Coordinator

2. Presentation Outcomes

3. Disability Overview – Learning Disability Students with Learning Disability • Have difficulty processing information (It may take longer for them to understand directions); • Usually have a disability in a specific area such as Reading or Math; • Have very specific and individualized learning modes: • Some are visual learners and do not respond well to auditory cues. • Some are auditory learners and do not respond well to visual cues. • Some learn better with a “hands-on” approach.

4. Disability Overview – Learning Disabilities Strategies/Interventions • Keep directions/steps simple to give them time to process what is asked of them. • Be familiar with their area of academic weakness • Use all types of learning styles to determine how the student learns best. • Verbalize the concept. • Use pictures/gestures to visualize the concept. • Use manipulatives to explain the concept

5. Disability Overview - Autism Students with Autism: • Engage in repetitive activities and stereotypical movements; • Resistance to environmental change or change in daily routines; and • Unusual responses to sensory experiences. • May have deficits in verbal communication, nonverbal communication; and social interaction

6. Disability Overview - Autism Strategies/Interventions: • Provide structure and routine for all activities; • Remember that they are “visual” learners and avoid too many auditory cues. • Provide clear and concise instructions (they can be very literal in their interpretations) • Be aware of their possible difficulties with: • Social interactions with others • Loud noises or bright lights • Transitions (class changes, assemblies, etc.)

7. Disability Overview – E.D. Students with Emotional Disturbance: • May display an inability to learn that is not related to their intellectual abilities; • Inability to maintain interpersonal relationships with peer and/or teachers; • Inappropriate types of behaviors or feelings under normal circumstances; • General mood of unhappiness or depression • May develop physical symptoms or fears • Emotional issues impact their academic performance

8. Disability Overview – E.D. Interventions/Strategies: • Provide clear rules and expectations throughout the day. • Become aware of triggers and avoid them (i.e. student may enjoy “arguing” with teacher). • When confronted with an issue, provide clear and observable options and follow-through. • Avoid “power struggles” with student. • Use reflective techniques • If physical, get help from administration. • Be aware of any Behavior Plan that is in place.

9. Disability Overview – I.D. • Intellectual Disability • This is the new term for Mental Retardation. • Intellectual deficits where academic performance is significantly lower than same age peers; • Deficits in adaptive behavior in areas such as communication, self-care, social, functional academics, etc. • Needs constant repetition and repeated trials; and • Difficulty with generalizations over other areas.

10. Disability Overview- I.D. Strategies/Interventions • Task analyze steps needed for the task. • Provide simple and clear 1-2 step directions. • Provide hands-on or manipulatives when presenting a concept. • Provide the natural environment when presenting a concept to assist with inability to generalize. • Provide total communication techniques (verbal, auditory, gestures, tactile, etc.)

11. Delivery of Instruction • General Education Classroom • The student is monitored by the Special Education teacher. • The Special Education teacher may provide support in the classroom 2 or 3 times a week for a particular class period. (Support Facilitation) • The Special Education teacher may Coteach and teach side-by-side every day of the week for a particular class period. • The Special Education teacher may provide Resource and pull the students for a particular class period.

12. Delivery of Instruction • Special Education/District Classrooms • 3-5 years – Stafford Headstart has 3 *PPCD classrooms for students with disabilities to prepare them for the transition to their home campus elementary school. • LIFE Skills-self-contained classroom for students with Intellectual Disabilities • BD –Behavior Disorder units designed for students with Emotional Disturbance whose behavior impedes learning in the general education classroom • *Specialized Unit -designed for elementary aged students who need specialized instructional and behavior planning to meet their highly individualized needs • ETTC-Edgewood Transition Training Center designed for students needing vocational training ages 18-22.

13. Confidentiality-FERPA • Under Family Educational Rights and Privacy Act (FERPA), personally identifiable information may not be shared concerning the students such as: • Student’s name, Disability, IQ, Family information, Social Security #, etc. • Any information that may be connected a student with a disability that would allow someone to identify the him/her as a student with a disability.

14. Confidentiality • Be careful of avoiding the following: • Do not leave identifiable student information in an area that can be viewed by others; • Do not post student’s disability or any other identifiable information where everyone can view it; • Do not write identifiable information in lesson plans, worksheets, etc. • Do not discuss students or parents of students in areas outside of the classroom (ie teacher’s lounge, hallways, parking lot).

15. People First Langaguage Consider the “student first” when addressing or discussing the students. • “Student with E.D.” (instead of “ED Kid”) • “Student in the LIFE class” (instead of the LIFE student) • “Student who uses a wheelchair” (instead of wheelchair kid). • Ms. Aguilar’s class (instead of the LIFE Class).

16. Have a wonderful school year!Thank you for working with our students!