Professional Documents
Culture Documents
Michael McSheehan
Clinical Assistant Professor Communication Science & Disorders University of New Hampshire
11/1/2011
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Jacks Desk
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Agenda
Benefits Special Education Policy General Education Policy
No Child Left Behind accountability Common Core Standards College & Career Ready
Disability impacts us all, whether by age, disease, accident, birth, or by whatever means, it impacts us all. It is a part of life, and the sooner we as a society learn to value the unique contributions of every person, the better off we ALL will be. If we live long enough, we will be disabled in some way. What kind of society do we want to live in? One where we are excluded or ignored and cant participate in the things that are most important to us and with the people we care about? Or one where we are respected and invited and empowered to contribute? Musgrove, 2011
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Currently there are: 350,000 infants and toddlers receive early intervention. 6.7 million Children and youths receive special education and related services.
1/110 for ASD in the general population
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Finally, Students stand to make gains in social skills and competencies in inclusive classrooms. Kluth, 2011
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Three really important words the Preamble are, improving educational results. In 1975, there were over a million children with disabilities who were not allowed to attend school. Then, the focus was on gaining access. Now, it must be on results. Compliance means nothing if students are not growing in the knowledge and skills they will need to be successful upon leaving school. How do the services being provided lead to better outcomes? --Musgrove, 2011
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FAPE IEP LRE Assess and ensure effectiveness of special education Financial assistance
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FAPE
Free Appropriate Public Education 1970 = 1/5 students with disabilities were educated in American schools Every student with a disability can receive educational supports and services at public expense
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IEP
Individualized Education Framework for Program curriculum and instruction Its not the whole program outlines indicators, priorities, supports
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LRE
Least Restrictive Environment
IEP Team decide to the maximum extent appropriate, children with disabilities are educated with children who are not disabled removal from regular educational environment occurs only when the nature or severity of the disability of the child is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily. (IDEA 1990, PL 101-476, 612 [a][5]
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The NCLB act defines Evidence-Based Practice (EBP) as the use of practices, interventions, and treatments which have been proven, through data based research, to be effective in improving outcomes for individuals when the practice is implemented with fidelity.
No Child Left Behind Act of 2001, Public Law 107-110
Presented by Lana Collet-Klingenberg, Ph.D. 19 NH 11th Annual Autism Summer Institute, August 11, 2009
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http://autismpdc.fpg.unc.edu/
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Evidence-Based Practices
Antecedent-based interventions Computer-aided instruction Differential reinforcement Discrete trial training Extinction Functional behavior assessment Functional communication training Parent-implemented intervention Picture Exchange Communication System Pivotal response training Prompting Reinforcement Response interruption/redirection Self-Management Social narratives Social skills training group Speech generating devices Task analysis Time delay Video modeling Visual supports
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Evidence Based Practices for Students with Autism that Promote Participation in and Learning of the General Education Curriculum in the General Education Classroom.
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Students with disabilities placed in general education classes score higher on standardized assessments of reading and math.
Blackorby, J., Chorost, M., Garza, N., & Guzman, A. (2003). The academic performance of secondary students with disabilities. In M. Wagner, C. Marder, J. Blackorby, R. Cameto, L. Newman, P. Levine, et al. (Eds.), The achievements of youth with disabilities during secondary school. A report from the National Longitudinal Transition Study2 (NLTS2; pp. 414). Menlo Park, CA: SRI International. Wagner, M., & Blackorby, J. (2004). Overview of findings from wave 1 of the special education elementary longitudinal study (SEELS). Menlo Park, CA: SRI International.
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Jacks Desk
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10 months later
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Rewritten by team members to late 1st - early 2nd grade level, maintaining essential content for general education quizzes/test.
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Membership: Jack is both in the classroom and with the other students.
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Students with disabilities should be regarded as regular education students first, and they should receive the special education and related services guaranteed under IDEA, Duncan said.
In order to help them succeed, all students should have access to high-quality, grade-level instruction aligned to college-and career-ready standards. Students wont meet high standards until they are given access to the regular education curriculum that includes the educational content needed to demonstrate academic competency.
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NCSC GSEG
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NCSC GSEG
Developing a system of assessments supported by curriculum, instruction, and professional development to ensure that students with significant cognitive disabilities achieve increasingly higher academic outcomes and leave high school ready for postsecondary options.
For more information, contact Project Director Rachel Quenemoen at quene003@umn.edu or 612-708-6960. The contents of this presentation were developed under a grant from the Department of Education (PR/Award #: H373X100002, Project Officer, Susan.Weigert@Ed.gov). However, the contents do not necessarily represent the policy of the Department of Education and no assumption of endorsement by the Federal government should be made.
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How would you proceed or want those acting on your behalf to proceed?
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Key Content
Full Access to the general curriculum to maximize life long learning
Academic Behaviors
Self monitoring, time management, using information resources, social interaction skills,
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AMRO
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Imagine educational practices in which learners with significant disabilities have the same learner outcomes as students without disabilities.
Kleinert & Kearns, 2001 p. 21
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Q&A
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Michael McSheehan
Clinical Assistant Professor Communication Science & Disorders University of New Hampshire
11/1/2011
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