Z Score,T Score, Percential Rank and Box Plot Graph
Team 6
1. Team Six – Final Presentation
Anna Lei – Parent
Annie Tully – Social Worker
Cheryl Kondreck – General Education Teacher
Elizabeth Cramarosso – Special Education Teacher
Caitlin Gallagher – Speech Pathologist
2. Demographics
School Community
• 12% Students with disabilities
• 92% Latino
• 99% Low income
• 21% English Language
Learners
• 2% Homeless
• 29% Chronic truancy
• Average class size, 27 Students
• 44% in the community have no
high school diploma
• 13% unemployed
• Poverty rate is 27%, higher
than Chicago’s 20%
• The average household in the
neighborhood earns only 63%
of the household income
earned in the rest of Chicago.
3. ISAT Assessments of the School
• 36% Meet/Exceed in Reading
• 39% Meet/Exceed in Math
• 63% Meet/Exceed in Science
4. Special Education – Key Beliefs
It is our school’s mission to deliver special education for our
students with disabilities and to implement best practices in
that delivery.
1. Zero reject
2. Non-discriminatory evaluation
3. Free, appropriate public education (FAPE):
▫ IEP is based on the student’s evaluation and is outcome-
oriented
4. Least restrictive environment (LRE)
▫ Placement of student considers inclusion, but above all must
provide services and a setting that benefits the individual
student according to their IEP
5. Special Education – Key Beliefs (cont.)
How we implement:
5. Parent and student participation (family rights)
6. Procedural due process:
▫ makes parents and school accountable in carrying out the
student’s IDEA rights
6. Inclusion
What is inclusion?
• Inclusion pairs the general education teacher with a special
education teacher together to include and integrate special
education students in a general education classroom through
accommodations and modifications.
How does successful inclusion look like?
• Collaboration between general and special education teacher
• Differentiating and modifying teaching methods to
accommodate all students and different learners
What are the benefits of inclusion?
• Opportunities for social interaction
• Peer modeling
• Increased staff collaboration
7. General Recommendations
to Support Inclusion
• Inclusion (also known as Least Restrictive Environment):
students with disabilities should participate in the school’s
academic, extracurricular, and other activities with students without
disabilities.
• Mainstreaming
• Regular education initiative
• Inclusion through accommodations
• Inclusion through restructuring
8. General Recommendations (cont.)
• Supplemental Aids and Services: (Turnbull et al., 2013, pp. 33 - 34)
• Universal design for learning: digital talking book, advance
organizers
• Access: Wide doors, clear aisles, curb cuts
• Classroom Ecology: seating arrangement, lighting, acoustics
• Assistive Technology: Calculator, augmentative communication
device
• Assessment Modifications: extended time, scribe, oral
presentation
• Teacher and paraprofessional or peer support: peer buddy,
teacher
9. Emotional or Behavioral Disorder: An
Overview
▫ A condition that is accompanied by one or more of the
following for a substantial period of time:
An inability to learn that cannot be explained by
intellectual, sensory, or health factors
An inability to build or maintain satisfactory
interpersonal relationships with peers and teachers
Inappropriate types of behavior or feelings under
normal circumstances
A general, pervasive mood of unhappiness or
depression
A tendency to develop physical symptoms or fears
associated with personal or school problems
10. Emotional/Behavioral Disorder
Social and Behavioral Recommendations
for both School and Home
• Functional behavioral assessment (FBA)
to identify behaviors and triggers
• Positive behavior supports integrated into the
IEP
• Computer-based instruction for self-
regulating behavior (KidsTool)
• Modeling at a young age
• Conflict resolution/management
11. Emotional/Behavioral Disability
General education and special education
recommendations
General Education Special Education
• Class wide peer tutoring
(CWPT)
• Positive Behavior Support
(PBS) with goal setting
• Service Learning
• Implement peer-mediated
instruction to enable peers to
help the student with EBD
self-regulate her behavior
• Service learning activities
• The Good Behavior Game
12. Behavioral/Emotional Disability
Speech Therapy Recommendations
• Specific Recommendations:
• Wrap Around
• Multimodal learning
• Zero in on fundamental skills
WRAP
AROUND
MULTI
MODAL
ZERO IN
13. Intellectual Disabilities: An Overview
IDEA defines intellectual disabilities as, “significantly subaverage general intellectual
functioning, existing concurrently with deficits in adaptive behavior and manifested
during the developmental period that adversely affects a child’s education performance"
(Turnbull et. al., 2013, p. 196).
Assessment:
1. Intellectual function: IQ < 70
2. Adaptive behavior skills: how students demonstrate concepts, social, & practical skills
Characteristics:
1. Compromised memory function (short-term and working)
2. Difficulty making generalizations
3. Lack of self motivation
4. Significant limitations on adaptive behaviors:
▫ Conceptual skills
▫ Social skills
▫ Practical skills
14. Intellectual Disability
Social and Behavioral Recommendations
for both School and Home:
• Focus on adaptive behavior—conceptual, social and practical
skills
▫ Diagnostic Adaptive Behavior Scale assessment results
• Supports for adaptive behavior skills:
▫ Self-determined learning
▫ Peer tutoring
• Age-appropriate transition assessment before entering high
school
• Interagency collaboration: work with community organizations
and agencies, network with staff, plan for support to transition
from middle school to high school and beyond
• At home, family should be informed about goals and
outcomes of child’s IEP; work together with IEP members
• Family should assume an active role in child’s life to offer support
and motivation
15. Intellectual Disability
Special Education and General Education
Recommendations
General Education Special Education
• Concentration on
applied/functional skills
• Self-determined learning
model of instruction - what is
my goal? what have I learned?
What is my plan?
• Supplementary aides and
services - paraprofessionals, e-
readers, visual aides
• Strategies for inclusion
• e.g refrain from excluding
the learner with an ID from a
challenging activity
• Instead, incorporate
motivational strategies into the
task at hand
• UDL strategies like DVDs, book
summaries, and graphics
17. Hearing Impairment: An Overview
• Hearing loss is a gradated phenomena
• Can be unilateral (in one ear) or bilateral (in both ears)
• Hearing loss ≥ 70 – 90 decibels = “Deaf” classification
• Hearing loss = 20 – 70 decibels = “hard of hearing”
classification
• Hearing loss can be congenital (present at birth) though
this is less common than an acquired hearing
impairment
• 1.2% of those served under IDEA have hearing loss
• The Deaf Community – a particular and beloved linguistic
culture, not an impairment
• Cochlear implants - damaging or beneficial?
18. Hearing Impairment
Social and Behavioral Recommendations for
the home
• Careful consideration of least restrictive environment:
inclusive vs. segregated education settings
• Multiculturalism and diversity: alternatives to oral-
auditory instructional strategies in ELL
• Deaf culture: promote awareness, encourage involvement
• Direct instruction & coaching in peer interaction and social
skills, such as:
▫ Educating hearing students about deaf life and culture
▫ Promoting small group interaction in a general education setting
• Access to language rich environment with a variety of
communication modes
• Real world or authentic experiences that align with
academics
19. Hearing Impairment
General Education and Special Education
Recommendations
General Education Special Education
Supplementary aides and
services – sound-field
amplification system,
educational interpreters, CART
Concentration on language and
speech
Cummins Model
Focus on language relatable to
personal experiences
• Utilize the services of an
educational interpreter
• Integrate vocabulary
development
• Teaching about the Deaf
Community
21. Conclusion and Key Points
• Collaboration & Communication
• Cultural Component
• Assessment and Re-evaluation:
▫ Minimum of quarterly
▫ Evaluate with the team what is
working and what is not
• Yearly professional development
22. References
Dupuis, Bonnie; Barclay, Joyce W.; Holmes, Sherwin D.; Platt, Morgan; Shaha,
Steven H.; Lewis, Valerie K. (Summer 2006). “Does Inclusion Help Students:
Perspectives from Regular Education and Students with Disabilities.” Journal of
the American Academy of Special Education Professionals (JAASEP). Retrieved
from http://aasep.org/aasep-publications/journal-of-the-american-academy-
of-special-education-professionals-jaasep/jaasep-summer-2006/does-
inclusion-help-students-perspectives-from-regular-education-and-students-
with-disabilities/index.html
Ellis, Josh. (2009, March 17). Demographics. Retrieved from
http://www.metroplanning.org/uploads/cms/documents/olympicspilsendemog
raphics.pdf
Illinois State Board of Education. (2013, January 24). Illinois State Board of
Education Raises ISAT Levels. Retrieved from
http://www.isbe.net/news/2013/jan24a.htm
23. References (cont.)
Laurent Clerc National Deaf Education Center. (2008). About American Deaf
Culture. Retrieved from
http://www.gallaudet.edu/clerc_center/information_and_resources/info_to_g
o/educate_children_(3_to_21)/resources_for_mainstream_programs/effective
_inclusion/including_deaf_culture/about_american_deaf_culture.html
Luckner, John L.; Slike, Samuel B.; Johnson, Harold. (2012). “Helping students
Who Are Deaf or Hard of Hearing Succeed.” TEACHING Exceptional Children,
Vol. 44, No. 4, pp. 58-67. Retrieved from
https://uic.blackboard.com/bbcswebdav/pid-3719812-dt-content-rid-
46342925_2/courses/2014.summer.sped.410.1/Deaf%20or%20Hard%20at%20
Hearing.pdf
Ocali Lifespan Transition Centers. (2014.) Transition to Adulthood: Guidelines for
Individuals with Autism Spectrum Disorders (2nd ed.). Retrieved from
http://www.ocali.org/up_doc/TG12_AATA.pdf
Turnbull, A., Turnbull, R., Wehmeyer, M.L., & Shogren, K.A. (2013). Exceptional
lives: Special education in today’s schools (7th ed.). Boston: Pearson Education,
Inc.
