SpEd 417/517 Course Objective:

1. SpEd 417/517 Course Objective: • Demonstrate the ability to expand student awareness of the environment and to elicit appropriate student responses reflecting environmental needs

2. Life Domains • Home living • Community • Vocational • School • Recreation/leisure

3. Ecological Inventory • Domain (D) • Environment (E) - Setting within specific domain area • Sub-environment (SE) - Specific environment where activity occurs with detailed description of setting • Activity (A) - typical activity that may occur in the sub-environment • Skills (S)- detailed analysis of skills required to fully participate (considering non-disabled person)

4. Home Living Environment

5. Home Living Inventory • D - Home living • E - Home • SE - Bedroom - Room kept at 70 degrees, lights off, TV on at pre-set time, glow and quiet sounds of TV, sound of birds outside, feeling of mattress/bedding on body, change of positions when turning and sitting up • A - Waking up for the day • S - Open eyes and stretch • S - Turn over to side and pull covers down • S - Push up body from side lying to sitting on edge of bed • S - Reach down for clothes • S - Get dressed

6. Community Environment

7. Community Inventory • D - Community • E - Child’s kindergarten center • SE - Activity center - Bright lighting, competing visual stimuli from posters and equipment, sounds of other volunteers working, feel of utensils in hands, dryness of boxes and boxes, movement of arms and hands to grasp and place books • A - Setting up book fair • S - Grasp boxes and open with a utensil • S - Grasp books one at a time or in stacks and place on table • S - Stack books in piles • S - Fill up each table with stacks of books • S - Place sign for each category on stand and place on table

8. Vocational Environment

9. Vocational Inventory • D - Vocational • E - Moorhead Junior High • SE - OT room - Low lighting, minimal florescent lighting, sounds of nearby classroom and students, sounds of myself and student interacting, smells of heat kicking on in the building, feeling of heat from the vents, feel of leather chair, movement of wheels on chair, feel of materials and effects of exercises on hands • A - Conducting therapy session • S - Sit down at desk and greet student • S - Open drawer and grasp exercise materials • S - Demonstrate use of exercise materials • S - Extend reach and present materials to student • S - Grasp documentation sheet and record student activity

10. School Environment

11. School Inventory • D - School • E - Conference center in Minneapolis • SE - Assistive technology (AT) vendor booth - bright lighting of ballroom, competing sounds from many people walking by and other vendor presentations, view of computer and screen, feeling of sling chair, movement of hands to write • A - Listening to presentation on new AT software • S - Sitting in directors chair • S - Holding small note pad and catalog of products while listening to presenter • S - Watching presentation on screen on the wall while presenter demonstrates on lap-top computer • S - Writing notes about AT use • S - Highlight important features of product by circling features in catalog

12. Recreational & Leisure Environment

13. Recreation/Leisure Inventory • D - Recreation/Leisure • E - Health and Physical Education building at MSUM • SE - Racquetball court #3 - Bright lighting, white walls, sounds from other courts and opposing player, feeling of tense body position, grasping of racquet, movement of arms, feeling of impact when hitting ball • A - Playing racquetball • S - Standing with hips/knees bent and hand/fingers grasped on racquet • S - Extending arm to prepare for hitting ball on first volley • S - Flexing and adducting arm to hit ball • S - Hit ball with racquet • S - Return arm to original position and shift weight to prepare for next volley

14. Curriculum & Instruction • Curriculum • Determines strengths, interests, dreams, and nightmares • Determine capabilities and challenges for child • Decide the challenges to be addressed • Write activity-based goals and objectives • Instruction • Determine individual student plans • Determine individual teaching strategies • Develop strategies for measuring progress

15. Curriculum • What and Where? • General education curriculum • General education curriculum adapted to focus on the most essential skills • Sequenced functional skills curriculum • Embedded functional skills curriculum

16. Instruction • How? • The intervention methods associated with each of the various disciplines, as well as the more multifaceted interventions designed by an educational team collectively. • The goal is to enable students with disabilities to participate in a variety of home, school, and community routines, with a variety of people, using the supports and responding to the cues that occur naturally in those settings.

17. Instruction • How • Teams need to consider appropriate adaptations and supports (ie. AT, related services) to allow student to benefit from special education. • Due to unique learning needs, instructional stategies need to be designed in consideration of special physical, sensory, and health issues. • Teams need to have the ability to determine the difference between specific impairments and behaviors. If behavior is identified as the issue, then teams need to implement strategies to reduce challenging behaviors

18. Determine individual student plan • Scheduling matrix • ensures meaningful inclusion • opportunity to learn skills at naturally occurring time and in response to natural cues • practice skills in different situations • organizing day • Methods for participation in regular education opportunities • specific adaptations • curriculum adaptation strategies • Same curriculum (S) • Multilevel curriculum (ML) • Curriculum overlapping (CO)

19. Scheduling Matrix

20. Determine individual teaching strategies • Prepare student for instruction • positioning • transition time • opportunities for movement • awareness of daily routine • Determine individual learning styles - multi-sensory emphasis

21. Develop strategies for measuring progress • Will it be useful or meaningful? • Is it practical? • Portfolio assessment

22. Stages of learning • Acquisition - learn it • Maintenance - use it routinely • Fluency or proficiency - make it better or faster • Generalization - use it anywhere and whenever possible

23. Creating Inclusive Environments • Inclusive environments • legal rationale • philosophical rationale • educational rationale • Benefits of inclusion • instructional benefits • social interaction benefits • impact on non-disabled peers

24. The Inclusive Education Model • Full inclusion - primary placement in general education • Principle of natural proportions • Inclusion terminology • Identify, evaluate, and implement supports and adaptations • Level of inclusion is team decision

25. Inclusive Instruction • Facilitating school acceptance • placement • awareness training • teacher modeling • collaborative teaming • community/family involvement • peer programs

26. Inclusive Instruction • Essential supports • Training • Assistance • Facilitating peer acceptance • environmental arrangement • teacher mediation • peer--mediated interventions • peer tutoring • peer interaction programs • peer support networks

27. Collaboration • Roles • General education support • Curriculum modifications • Scheduling support personnel

28. Instructional Arrangements • Basic principles • functional skill instruction • embedded instruction • skill clustering • multiple exemplars • natural cues and consequences • choice making • meaningful environments • Individualized • Peer interaction

29. Instructional Arrangements • Instruction in the general education setting • Implementing inclusive instruction • cooperative learning • large-group • peer instruction • community-based • activity-based

30. Curricular and Instructional Barriers • Curricular content • Level of participation • Use of materials • Presentation format • Level of achievement • Evaluative procedures • Cooperative opportunities

31. Architectural Barriers • School • Home Living • Community • Vocational • Recreational/Leisure

32. School Barriers • School buildings grounds • Pavement • Terrain of school yard • Playground • Entrance

33. School Barriers • Building destinations • Entrance doors • Hallways • Doorways/Doors • Stairs • Bathrooms

34. School Barriers • Classroom • Seating • Access to materials • Moving around in the classroom • Presentation tools

35. School Barriers • Other settings • Library • Music room • Gymnasium • Lunchroom • Therapy room

36. Home LivingBarriers • Yard access • Driveway/sidewalk • Entry/doors • Hallways • Living room furnishings • Kitchen • Bathroom • Bedroom

37. Community Barriers • Buildings and grounds • Entries • Interior mobility • Transportation • entry • seating • duration of travel

38. Vocational Barriers • Parking lot • Entry • Negotiating work environment • Access to work station • Access to equipment/materials

39. Recreation/LeisureBarriers • Access to physical environment • Ability to participate in activities independently • Need for adapted equipment • Leveling the playing field