SPED 410 - Spring 2015

1. WH A T I WI L L - I C A N
CHICAGO HIGH SCHOOL

2. MULTIDISCIPLINARY TEAM
• Siul Reynoso
- General Education Teacher
- Special Education Teacher
- Occupational Therapist
- TVI (Teacher of the Visually Impaired)
- School Psychologist

3. SCHOOL OVERVIEW
Student Ethnicity
Hispanic
African
American
White
Other
Graduation Rate: 63% (20% below national average and 21% below
state average)
PSAE Overall Score: 19% (31% below state average)
Average Class size: 19 (Average size in Illinois being 21)
Student Attendance: 80% ( Average attendance in Illinois being 94%)

4. WHAT IS SPECIAL EDUCATION?
• Supported by IDEA
• Special education as intervention
• Preventive: Designed to keep minor problems from
becoming a disability
• Remedial: Attempt to eliminate the effects of a disability
• Compensatory: Enable successful functioning in spite of
the disability
• Special education as instruction
• Specialized
• Intensive
• Goal-directed

5. IEP
• Individualized Education Program
• Mandated by IDEA
• Written education plan organized to help children
with educational goals.
• Written by group of various professionals:
- Student
- Parents
- Regular Education Teacher
- Special Education Teacher
- School System Representative
- Transition Services Agency Representative
- Interpreter

6. WHY INCLUSION?
• According to the WEAC:
• Inclusion expresses commitment to educate each
child, to the maximum extent appropriate, in the
school and classroom he or she would otherwise
attend
• All children belong
• All children learn in different ways
• It is every child’s right to be included

7. HOW TO INCREASE INCLUSION?
• Increase Awareness
• In school Activities
• Extracurricular Activities
• Family and Community Involvement!
• Good Organization Within Department

8. SPECIAL EDUCATION’S SPECIAL TOOLS
• Accommodations
• Modifications
• UDL
• RTI
• Teamwork!

9. EMOTIONAL AND BEHAVIORAL
DISORDERS
• A condition that is accompanied by one or more of
the following characteristics:
• 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
• A tendency to develop physical symptoms or fears
associated with personal or school problems
• Inappropriate types of behavior or feelings under normal
circumstances
• A general, pervasive mood of unhappiness and depression

10. ACCOMMODATIONS AND TIPS
• Positive Behavioral Support
• Conflict resolution
• Teach Social Skills
• Encourage student engagement
• Stress relief areas

11. INTELLECTUAL DISABILITIES
- Limitations: Conceptual, Social, and Practical Skills
- Categories: Mild, moderate, and severe

12. ACCOMMODATIONS AND TIPS
• Recognize that you can make an enormous
difference in this student’s life!
• Full team actively participate in the student’s IEP
team
• Provide accommodations within following domains:
Scheduling, setting, materials, instruction, student’s
response.
• Parents and Occupational Therapist work together
to improve school-related routines and
extracurricular activities.

13. VISUAL IMPAIRMENT
• According to Module 11, the IDEA definition of
visual impairment is, “Low vision; functionally blind;
and totally blind. Visual impairment including
blindness means an impairment in vision that,
even with correction, adversely affects a child's
educational performance. The term includes both
partial sight and blindness.”
• Characteristics could include: physical,
clumsiness, behavior, poor hand-eye
coordination, and poor academic performance

14. ACCOMMODATIONS AND TIPS
• Suggestions for teaching from IRIS:
- Read aloud what is written
- Describe all pictures, diagrams, and graphs
- Invite students with low vision to reposition
themselves as needed
- Encourage students to use low-vision
devices
- Multi-sensory approaches
- Hand-over-hand instruction

15. OVERVIEW
• Inclusion starts at home!
• Family and community involvement
• Wide variety of tools, accommodations and
modifications
• Many professionals are ready to help
• Increase diversity, equity and respect through
Inclusion

16. REFERENCES
• http://www.governing.com/gov-data/high-school-graduation-rates-
by-state.html
• http://www.isbe.net/assessment/psae.htm
• http://www.rti4success.org/
• http://www.udlcenter.org/aboutudl/whatisudl
• Meadow, P. K., & Trybus, J. R. (1985). Behavioral and emotional
problems of deaf children: An overview. In L. J. Bradford & W. G.
Hardy (Eds.), Hearing and hearing impairment (pp. 395-415). New
York: Grune & Stratton.
• http://www.nasponline.org/resources/factsheets/pbs_fs.aspx
• http://www.pbs.org/parents/education/learning-disabilities/inclusive-
education/the-benefits-of-inclusive-education/
• http://iris.peabody.vanderbilt.edu/module/rs/cresource/q2/p06/#co
ntent