TOPIC 13 AAUD1202 LPSNP (1).pdf

AAUD 1202: Learning Process of the Special Needs Population Topic 13: Educational Services for Special Educational Needs Population II Dr. Masnira Jusoh [email protected] Placement of children with learning disabilities: Until the 1970s, spec...

AAUD 1202: Learning Process of the Special Needs Population Topic 13: Educational Services for Special Educational Needs Population II Dr. Masnira Jusoh [email protected] Placement of children with learning disabilities: Until the 1970s, special education was in its infancy, so the placement of children with learning disabilities into proper programs and settings was a challenge. It was virtually impossible for the parents of children with severe problems to obtain any services from their school systems. With the recent development of special education and the passing of legislation providing for children with special needs, funds are now available through state and federal governments to supplement the education of these children. An effort is being made to evaluate and place more and more children in the right environments, and as a result, the numbers of "special" programs have increased. Consequently, many children are being inappropriately labelled and placed in special classes when they probably do not belong in those settings. Placement of children with learning disabilities: The placement of children with learning disabilities into natural learning environments has helped address needs that were once never considered. Children labelled as learning disabled, hyperactive, neurologically impaired, etc., and are being assigned special class placement, while proper programs are still not available for children with severe problems. Each year, new classifications arise for those individuals who do not fit into the regular classroom. In some cities and states, as many as 40% of the school population is currently pigeon-holed to fit into one of these categories.  Placement of children with learning disabilities: The placement of children with learning disabilities probably never will be an exact science. There really is no such disease for a child who is hyperactive, and therefore, may have a harder time learning than many of his or her peers. There may be symptoms of a problem, but identifying that problem may not be easy. Many times, children who are placed in these special education categories become stigmatized by the label because they are segregated and thrust into an abnormal environment that makes it virtually impossible for them to learn normal, appropriate behaviours. Accordingly, these children, instead of having a great opportunity to succeed, have even less of a chance. However, some children who are diagnosed as learning disabled have no problem at all. Continuum of Educational Services for SEN Students LEAST RESTRICTIVE Level 1: General Education classroom with consultation from specialists Level 2: General Education Classroom; cooperative teaching or co-teaching Level 3: Part-time placement in special education classroom Level 4: Full-time placement in special education classroom in a general education school Level 5: Special school or residential settings Level 6: Residential school, treatment centre or homebound instruction MOST RESTRICTIVE What Works in Educating Students with Disabilities? The intervention studies suggest that these various intervention models can, in some instances, have a positive impact in: 1. improving academic outcomes for students with disabilities 2. improving relationships between students with and without disabilities 3. reducing referrals for special education Early identification/intervention Programme (EIP) strategies OVERVIEW Early identification of children’s learning needs must have in place procedures to identify each child’s level of development, learning abilities, and needs. They must ensure that educational programs are designed to accommodate these needs and facilitate each child’s growth and development. Early identification and procedures constitute a process that involves the home, the community and the school in assessing the whole student. Each student’s profile should reflect his/her social, emotional, physical, cultural and intellectual growth.  EIP strategies CRITERIA The main purpose of EI is to study how a student learns in order to provide appropriate programming. The EI procedures are part of a continuous assessment and programme planning process which responds to changes that occur through learning and maturation. Teachers must continually observe, monitor, document and evaluate students’ learning and regularly report on their achievement to parents and the students themselves. The assessment and evaluation of students and programs are intended to improve learning and to ensure that programmes are effective.  EIP strategies CRITERIA These procedures are initiated prior to a student’s initial enrolment in school. Identification and prevention procedures are on-going throughout the student’s school life. These procedures are in tune with the developmental characteristics of young students and combine the use of educational, social and medical data to provide an assessment of a student's current preparedness for learning. The school-based team develops programmes that accommodate the student’s needs and facilitate growth. EIP strategies CRITERIA These procedures will continue to be refined as staff knowledge and experience increases. Each student’s needs can best be met: ✓ When schools employ an on-going planning process to examine their goals, needs and resources ✓ When there is on-going development of appropriate resources and strategies ✓When there is a collaborative problem-solving approach  Early identification/intervention programmes (EIP) team As a whole: - Teachers with special education training - Speech language pathologists - Physiotherapists - Occupational therapists - Teacher aides/assistants - Counsellors - Audiologists * A key feature of early childhood intervention is transdisciplinary model, in which staff members discuss and work on goals even when they are outside their discipline Early identification/intervention programmes team School’s team (school-based team): - Classroom teacher - Learning resource teacher - Principal - Parents Early identification/intervention programmes team Role of the classroom teacher: - Observation of students using early identification guide - Filling out of an individual student profile for each student - Discussing the profiles with the school resource teacher and principal to determine which students have specialized learning needs - Nominating students for speech/language screening - Meeting with the school resource teacher to determine programming strategies and materials needed in the classroom - Working with the school resource teacher and principal to meet with parents regarding students with specialized learning needs Early identification/intervention programmes team Role of the learning resource teacher: - Assistance with observation of students if requested by the classroom teacher - Assistance with the nomination of students for speech/language screening - Referral of students to appropriate board services, including student services, speech/language services and assessment services - Referral of students to outside agencies - Collaboration with the teacher regarding parent conferences and communication Early identification/intervention programmes team Role of the principal: - Ensure that the early identification process is followed as outlined in the board guide - Provide information to the central office regarding statistics and other information as requested - Ensure follow up of actions outlined for individual students - Deal with the government, NGO’s and related authorities in handling students with special education needs  Early identification/intervention programmes team Role of parents: - Provide information about their child - Provide follow up requested by the school to support their child’s needs (e.g.: taking a child to the family doctor or other community services) - Meet with the school personnel to discuss their child’s needs - Work with the school to provide suggested learning opportunities in the home that compliment the school program. Indicators Recognition by a teacher, parent, or student, that the student has an issue in learning. Indicators might include: oa physical concern such as vision or coordination odifficulty understanding what is heard or putting things into words opoor behaviour, acting out, withdrawal, trouble with peers osocial issues or acceptance by peers olearning/performance difficulties Considerations in Planning Intervention Programmes The Child’s assessment through a multidisciplinary team evaluation and in-depth assessment of every aspect of child development The Individualised Educational Programme (IEP) - Least restrictive environment - Family involvement Considerations in Planning Intervention Programmes Translating goals and intended outcomes into a plan program of activities: ❖Identifying resources: family resources, medical professionals, allied health professionals, mental health professionals and education professionals ❖Identifying location of interventions Evaluation to what extent the actions have accomplished the outcomes ❖ Efficiency of service delivery ❖ Overall child outcomes ❖ Overall family outcomes Why EIP are very importance? Improve both developmental, social, and educational gains Reduce the future costs of special education, rehabilitation and health care needs Reduce feelings of isolation, stress and frustration that families may experience Help alleviate and reduce behaviours by using positive behaviour strategies and interventions Why EIP are very important? Help children with disabilities grow up to become productive, independent individuals The earlier children with or at risk of disabilities receive assistance and the sooner their families receive support towards their child’s development, the farther they will go in life. Who decides educational placement for the SEN’s students? Overseas administration Malaysian administration Overseas administration Who decides educational placement for the SEN’s students? Tutorial Question 1 Pick one country that is other than Malaysia, AND explain on who decided the education placement for their SEN’s students. Malaysian administration It is depends to the child’s conditions and parents’ decision. Why?? Enrolling procedures Enrolling procedures Special education school programme Integration/Inclusive programme To register their child into To register their child into special education school, the Integration/Inclusive parents may continue to enroll educational programme, the their child at the Special parents have to register their Education Department. child at the Special Education This is because the SES Unit at each State Education programme is under Department. management of the Special Education Department (Putrajaya). Enrolling procedures Special education school programme Integration/Inclusive programme Parents may proceed to enrol Special Education Unit will call their children in this SES the parents to determine which programme. special education program is appropriate for their children's education. Enrolling procedures Special education school programme Integration/Inclusive programme Special Education School: Special Education Integration Visual Impairments Programme: Hearing Impairments Visual impairments Hearing impairments Learning disabilities Specific learning disabilities/dyslexia The Malaysian system? Role of : Ministry of Health Ministry of Women, Family and Community Development Department of Welfare and Social Ministry of Education NGOs Flow of management for children with special needs (0-18 y.o) in MOH Step 1 : Initial Assessment Initial assessment is conducted by specialists to determine the child’s type of disability. Get an assessment from a doctor in a general clinic / child (pediatric) clinic / rehabilitation specialist. Early assessment by multidisciplinary team: Occupational therapy, Physical rehabilitation / physiotherapy, Speech therapy, Hearing therapy / audiology, Follow-up treatment, Dietitian, and Psychotherapy. Flow of management for children with special needs (0-18 y.o) in MOH Step 2 : Confirmation of Disability Submit the ‘Children with Special Needs Registration and Placement’ Form register with the Welfare and Social Department Flow of management for children with special needs (0-18 y.o) in MOH Step 3 : Detailed Assessment by a Multidisciplinary Team for group assessment and treatment/intervention planning. Step 4 : Treatment Planning Step 5 : Treatment Begins Step 6 : Follow-up Treatment and Re-assessment Flow of management for children with special needs (0-18 y.o) in MOH Step 7: Proper placement in pre-school / special school / vocational school Children who fulfill the entrance criteria can register with the Special Education Department to enter the Special Education Programme of the Malaysia Ministry of Education. Children who do not meet the entrance criteria for the Special Education Programme or who have severe disabilities will be referred to the Social Welfare Department for further action.  Factors Affecting Attainment of Positive Results Research has shown that several factors affect the school environment. The National Center on Educational Restructuring and Inclusion (NCERI) (Lipsky & Gardner, 1994) found that successful inclusion programs had strong leadership, collaboration, and supports for students; refocused use of assessments and funding; and effective parental and family support.  Factors Affecting Attainment of Positive Results Two of the factors, strong leadership and collaboration, can take different forms. For example, the perceived availability of administrative, technical, and collegial support affected how the teachers rated their experiences in inclusive settings (Wolery, Werts, Caldwell, Snyder, and Lisowski, 1995; Karasoff, Alwell, and Halvorsen, 1992). Other factors that affect the school environment are student and classroom accommodations (Hamilton, Welkowitz, Mandeville, Prue and Fox, 1995; Peters, 1990), building a sense of community in the classroom (Salisbury, Gallucci, Polombaro, and Peck, in press) and involvement of and support provided to parents (Nisbet, 1992). Positive Learning and Social Results Using Inclusive School Practices Skill Area: Academic/learning Skill Area: Social  Skill Area: Academic/learning Higher quality IEPs compared to those in special classes (Hunt, Farron- Davis, Curtis, & Goetz, 1994). Higher levels of engaged time in general education compared to students in special education (Hunt, Farron-Davis, Curtis, & Goetz, 1994). Higher levels of engaged time for elementary students with and without disabilities in classrooms in which there are students with more significant disabilities (Hollowood, Salisbury, Rainforth, & Palombaro, 1994). Skill Area: Academic/learning Disruptions to classroom learning time not associated with students with significant disabilities (Hollowood, Salisbury, Rainforth, & Palombaro, 1994). Students with disabilities learn targeted skills in general education classrooms (Wolery, Werts, Caldwell, & Snyder, 1994; Hunt, Staub, Alwell, & Goetz 1994). No decline in academic or behavioral performance of nondisabled classmates on standardized test and report card measures (Sharpe, York, & Knight, 1994).  Skill Area: Social High school students report that interactions with students with disabilities produced positive attitudes, increased responsiveness to needs of people, and increased appreciation for diversity (Helmstetter, Peck, & Giangreco, 1994). Students with disabilities in general education settings are alone less often and display more social contact than students in special classes (Hunt, Farron-Davis, Curtis, & Goetz, 1994; Kennedy & Itkonen, 1994; Romer & Haring, 1994). Demonstrated gains in social competence for students in inclusive settings compared to that of students in segregated placements (Cole & Meyer, 1991). Skill Area: Social Social acceptance and opportunity for interactions not uniquely associated with child's level of functioning (Evans, Salisbury, Palombaro, Berryman, Hollowood, 1992). Regular class participation is an important factor in determining the composition and stability of social networks for high school students with disabilities (Kennedy & Itkonen, 1994). Implications for the Future Despite advances in understanding the conditions associated with positive social and academic results for students with disabilities in general education classrooms, substantial gaps continue to exist in our knowledge of inclusive schooling. Substantial gaps also continue to exist between what is known and what occurs in many public schools. In addition to these and other areas of clear research need, continued efforts are needed to ensure that the findings and innovations from research projects become widely adopted and used in the majority of the nation's schools.  Implications for the Future Support should continue for projects such as those described below: ❖demonstration projects to build a cadre of model schools that engage in inclusive schooling practices; ❖outreach projects to assist schools in addressing particular problems they face when implementing inclusive schooling practices; ❖State-level projects for addressing policy barriers to inclusive schooling and for identifying and addressing State needs related to inclusion; ❖State and regional projects to address the training and support needs of teachers employed in schools engaged in inclusive schooling; and ❖systematic projects designed to synthesize the existing knowledge on inclusive schooling and to evaluate means for ensuring its utilization in schools and representing diverse demographic characteristics.  Tutorial Questions Question 1 Refer to slide no. 23. Question 2 State FOUR (4) advantages of early identification and intervention programme? Question 3 List FOUR (4) teams/authorities that related to early identification and intervention programmes in school. Briefly explain TWO (2) roles for each of them. Question 4 Complete the flow of management for children with special needs. CONFIRMATION OF 1) DISABILITY 3) 2) 4) 5) 6) The end,, thank you