Director: Dr. Deirdre J. Osypuk Assistant Director: Beth M. Goldsnider

1. 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

2. 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

3. What District Wide Student Populations do we Serve? • Special Education • 504 • Homeless • English Language Learners • B-3 Transitions • Child Find

4. 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.

5. 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.

6. Evidence to Support Inclusion

7. 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.

8. Criteria for Special Education • 1 of 14 educational disabilities • Adverse impact on educational performance AND • Disability requires specialized instruction

9. Criteria for 504 • Mental or physical impairment AND • Impairment substantially impacts a major life activity

10. 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

11. 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

12. 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

13. 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

14. ADD/ADHD -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

15. Impaired pragmatic/functional language 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

16. Typically average to above average cognitive ability 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

17. Characteristics of Oppositional Defiant Disorder • 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

18. Precision Requests

19. Variables that Affect Compliance