Special Education Reading Disabilities Accommodations PDF

A Different World: Inclusive Education The sentences below appear as a person with a reading disability might see them. Try to decode or decipher them correctly. Tobav me are go ing fo siwulate mhaf jt wight de ljke fo naue a rea biuq bisadilitv. Let’s renember that tbe chatteuges me faoe in...

A Different World: Inclusive Education The sentences below appear as a person with a reading disability might see them. Try to decode or decipher them correctly. Tobav me are go ing fo siwulate mhaf jt wight de ljke fo naue a rea biuq bisadilitv. Let’s renember that tbe chatteuges me faoe in dass tobay as me sinnlate this pisadility are taoed dy willious ot cnilbreu aub adnlts on a pailv dasis. Me mill face fhese chatteuges for onlv a fem winytes. Tnev, noweyer, tace tnew eacn aub eyery winvte eyerv bay ot tneir liyes. I po NOT maut vou to feel dity for those mitb bisapilities, inst ewbathy. Teacners sowefiwes look af sfnbeuts mitn reabiug bisadilities (aub ofner learuiug bisadilities) as deiug lazv aub nuwotiyated. Ayoib ladeliug sfndeuts tnis may. Iusteab, rewewder tobay’s siwulation aub bo yonr dest to ewqathize mitn eacn sfndent’s nuiqne chattenqes. I hoqe von gaim a qeeper resbect for those mitn reabiug aub learuiug bitticnlties. Bv tne mav, wore tnan ohe qersou mitn a reabiug bisadility nas folb we tnat tnis siwulatiou is yerv realisfic. Wauy qeople mitn reabiug disadilifies wnst exqeud so wuch euergy becobiug eachaud every morb that mheu fiuisheb mith a seufence, or qaragraqh, or cnaqter nave uo cowpreheusiou of mhat thev iust read. Is it auy mouber they strugg1e iu school?! Wost qeoqle mitb reabinq bisadilifies ane fanqht (or beueloq ou their omu) mays fo cowqeusate for tbis bis adilitv. Dnrinq this sborf siwn lafiou, von wav have starteb nsiuq sowe cowqensatorv strateqies. Fon exawqle, yon way be looxiuq for qatterus, realiziug tbat lomer case ‘p’ aud ‘q’ are sowetiwes reyerseb, or that ‘p’ wav be iuvertep and addear as ‘d’. Or, you way de trviug fo reap dy lookiuq af tbe mords in coutext. Iu schools, wauy are snccessfnllv accowwobated mith dooks ou tade, lisfeuiug to the mords as tbey see tbew on the qage. If giyeu the qroqer suqqorts, stndeuts mith reabiug bisadilities cau be yery snccesstnl in scbool. Oue iwportaut cousiberafiou is tbat reabiug bisadilities iwqact qeoqle iu ALL asqects ot their liyes that iuyolve the mriffen worb – mork, sboqqiug, paviug the dills, briving, aub so ou – uot jnst iu school. Tbere yon baye if – yon inst exqerieuceb mhat if wigbt he like to haye a reabiug disahility. People First Language – use when referring to people with disabilities. ◆ A disability is a condition someone HAS, not IS. ◆ So, use “has”, not “is” and put person first. (If not necessary, don’t even refer to disability.) Doug HAS a learning disability. Doug HAS autism. ◆ “Accessible”, not “handicapped”. ◆ “Uses” wheelchair, not “confined to wheelchair” or “wheelchair bound” ◆ “Mental disability” or “cognitive disability”, not “retarded”  With partner, correct the following: 1. Ahmad is mentally retarded. 2. Juan is wheelchair bound. 3. Handicapped restrooms and handicapped parking spaces are often not very accessible at all. 4. Sonny is a paraplegic.  What is Special Education? ◆ Definition - specially designed instruction to meet unique needs of student with disability ◆ It’s a “service”, not a “place” ◆ About 10% of public school students identified with disabilities that require special education.  IDEA Individuals with Disabilities Education Act (federal law concerning education for children with disabilities) ◆ Requires placement of children with disabilities in the least restrictive environment (LRE) LRE: Placement with peers w/out disabilities in neighborhood school & regular class to maximum extent possible (separated as little as possible from home, family, community, & regular class) Ages 0-21 So, gen ed teachers WILL have students w/disabilities ◆ Requirements of LRE: Bring services to child in gen ed rather than pull-out General ed teachers must be given the support they need Child must benefit Does not require child to keep up!!  Don’t panic!! ◆ Don’t panic if you feel you lack knowledge about disabilities. Most important knowledge…each child & his/her unique needs. ◆ Get to know ◆ Ask for & use help Most Important Principle That Guides Education of Students With Disabilities All students can learn, and all students have a right to learn!  Co-teaching ◆ Co-teaching is central to Iowa’s special education delivery model If you teach in Iowa, must understand co-teaching. ◆ Gen ed & special ed teacher teach subject together, in classroom at same time. Equal authority & mutual respect Plan together Work divided equally ◆ Purpose: Meet needs of special education students within gen ed classroom (as mandated by federal law) Adaptation – any change in environment, instruction, materials, and/or assessment that enhances student’s participation, success, or independence. First, can ANY school activity be adapted for ANY student?  Options for student participation in general education & specific types of adaptations  Requirements for designing adaptations: ◆ Requirements: Age appropriate Look as similar to peers’ work as possible Approved or accepted by student  W/partner, design at least 1 adaptation for each: 1. 3rd grade. Average intelligence. Very “tactile” learner who is struggling with concept of multiplication. 3. 3rd grade. Student has severe cognitive disability (retardation). Classmates learning multiplication with cubes/blocks. This child is just learning 1-to-1 correspondence. 5. 8th grade. Cognitive disability results in student at 3rd grade level academically. Class is reading Romeo & Juliet. 7. High school. Student is very bright, but handwriting is illegible due to fine motor difficulties. Teacher uses a lot of short answer and essay questions on tests. 9. High school. Student has average intelligence but, due to dyslexia, reading fluency/speed at 2nd grade level. Comprehension is much higher, but student is simply not able to keep up with reading assignments. What is an IEP? IEP is “blueprint” for the child’s special education Contains annual goals Specifies how much/what kind of special education student will get Specifies the setting in which the services will be delivered Specifies accommodations IEP must be written by a team of persons knowledgeable about the child and the child’s needs, including parents IEP must be revised at least once a year As traditionally used, impairment refers to a problem with a structure or organ of the body; disability is a functional limitation with regard to a particular activity; and handicap refers to a disadvantage in filling a role in life relative to a peer group.