What are the 13 areas of exceptionality listed in the text?
Choose 2 or 3 areas of exceptionality that are unique to your classroom and explain how they are best served in the classroom.
What and who are the minimum members included on a special education team and what does each bring to the table in making decisions for an individualized education plan?
Respond to 2 other people
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ReplyDeleteThe 13 areas of exceptionality are: autism, deaf-blindness, deafness, emotional disturbance, hearing impairment, mental retardation, multiple disabilities, orthopedic impairment, other health impairments, specific learning disability, speech and language impairment, traumatic brain injury, and visual impairment.
ReplyDeleteI have quite a few students on my caseload that have been diagnosed with ADHD. They are pretty severe in that the ADHD has caused most of them to be significantly below their peers academically and socially. Most of the time, they can be served in the regular classroom with para support, but come to my room for reading instruction and social skills instruction. The paras usually work on helping them follow directions, stay-on-task, keep organized, take notes, etc. A lot depends on what the kids need to be successful. Usually the team members are the regular education teacher, the paraprofessional, and me. Sometimes the principal has to assist with behavior problems. Parents help with homework, so I consider them an essential part of the team. Most parents spend hours keeping these kiddos on-task after the medication has worn off to get their homework done and books read at night.
I also have quite a few students with learning disabilities. Their services depend on their needs, but the majority of them receive their services in class and only come to me for reading. The regular education teacher plays a vital role on the team because he/she often has to make accommodations for those students in those classes a para is not present. The para has a lot of responsibilities -- keeping the student on-task and following directions, reading materials to them, helping them stay organized, etc. They are often the ones who these students get most of their services from. I act as support by modifying instruction and tests or teaching the teacher and para how to make the accommodations and modifications. I also provide instruction in reading and sometimes math and writing for these students, depending on the student. I use the Spell Read reading program with most of these students, but not all. Some just need instruction in vocabulary and comprehension, but are good oral readers.
I agree that the classroom teacher plays a vital role on the team, especially when our support is in the classroom. I love it when I have a teacher who takes the initiative to accommodate the student. I need to do a better job making sure, as well as helping, other teachers who aren't so great at that. Our paras really do have a lot of responsibility and are a huge part of the team.
DeleteI agree - our paras do take on a lot of responsibility. I am very thankful for the paras at our school. I think I'd lose my head without them. They're very good at working with the students, teachers, and special ed teachers. Without them, we'd have a lot larger work load. I appreciate everything they do to help us and the students.
DeleteI am sure without paras, our student's days would look a lot different. There is no way to do what we are currently doing without para support. I am thankful that the teachers I work with understand and appreciate them as much as I do.
DeleteLarrilee:
ReplyDeleteI also generally have a student or two diagnosed with ADHD. According to the chart on page 11, it looks like they fall under "Other Health Impairments" I didn't know that before. I would venture to bet many of my kids over the years with ADHD have been categorized with LD or ED, and sometimes even MR.
Ginger,
DeleteI too did not know that ADD/ADHD fell under the "Other Health Impairments" before either. I agree with you also that over the years kids with ADHD have been categorized as LD or ED. I sometimes wonder if that is still happening with students today. I think that that is good that our cooperative does not really use labels as Larrilee said.
I learned about "other health impairments" including ADHD in one of my earlier masters classes. However, I agree with you that a lot of students with ADD and ADHD are often labeled as LD. It's not that they have a hard time learning, they just often have a hard time focusing on the task at hand. There are a lot of simple strategies teachers can use to help these students stay focused and benefit from their classes.
DeleteI know what you mean. Children with ADHD and children with learning disabilities have a lot of the same struggles in school. I am glad that we as a cooperative don't really use labels, but focus on what the students need to be successful.
ReplyDeleteOkay, I could make a lengthly response, but the truth is my answer is...
DeleteAMEN TO THAT.
Labels limit and box kiddos. Need driven is solution oriented.
Autism, Deaf-Blindness, Deafness, Emotional Disturbance, Hearing Impairment, Mental Retardation, Multiple Disabilities, Orthopedic Impairment, Other Health Impairments, Specific Learning Disability, Speech and Language Impairment, Traumatic Brain Injury, and Visual Impairment make up the exceptionalities listed in the text.
ReplyDeleteCurrently, two exceptionalities I deal with daily are PDD (under Autism label) and Hearing Impairment. Routine is vital for me to keep my sanity with any student but to a much greater degree with a student with PDD. I use the Starfall calendar daily to review upcoming changes. I drag little stars to the days where things will be different. Example, "Mrs. Hartman will be gone on the 14th. Mrs. Molina will work with you that day." It is also important that all adults working with him know how we will deal with his issues so that he has consistency and doesn't receive mixed messages. Our goal is firm consistancy to minimize his frustration while he gets done what he needs to do. If a para or I are gone, & I have to do any schedule rearranging, I try affecting him the least to make the day go as smooth as possible for him and those around him. An ounce of prevention is worth a pound of cure.
I have another student who has a hearing impairment. Consistantly, first thing every morning, I check her hearing aids. In the classroom, I make sure adults know how and why to use the auditory trainer. I also take the liberty of calling HPEC hearing help as often as possible until I iron out any questions or problems. I just believe that if this was my own child, as a mother, I would want to know my kid is hearing everything as possible well as she can so I take this very seriously.
What a great idea to use the Starfall calendar. I will have to remember that for future use. I don't really have anyone at the moment who needs it, but I almost wish I did since it's such a good idea!
DeleteI'm sure the parents of the child with a hearing impairment appreciate you commitment.
GHartman
DeleteConsistency and priming are both very important to students coping with PDD. I like the comment that you use the stars to highlight the fact that change is coming. To a certain degree,these students are similar to any of us. We deal a little better with new ideas if we are provided a little warning.
At a minimum, I thought the student's IEP team consists of the special ed. teacher, the classroom teacher, a parent or guardian, and an administrator. The book also lists the school psychologist. I see the first ones I listed as actively involve but the school psych feels like a paper process rather than involvement with the child.
ReplyDeleteThe gen-ed teacher contributes information about day-to-day abilities/procedures/habits of student in the classroom. Special ed teacher should make sure IEP is being carried out. I believe administrators should be problem solvers and used as a guidance in difficult situations. The parent's role in the IEP is to contribute important information about home and to hopefully get the child to school on a regular basis. School psychologist's are responsible for more of the paperwork as pertains to qualifications to place or exit and re-evaluate.
I agree and disagree with the role of school psychologist. I agree with everything you say about their responsibility for paperwork, exits and re-evaluations. However, I think there is more. In my experience I find the psych to be helpful if I need to find out info, to get things I need to help students. I also love psychs that I can bounce off ideas and get a better grip on things, since my brain doesn't always do that. I do think it depends on the psych. I have seen a wide array of them in my lifetime. But to me they are willing to do more and help if we can just ask and direct.
DeleteDot,
DeleteI could not agree with you more about being able to bounce ideas off of your school psych. It is nice when another person can open your eyes to things that we are not seeing or maybe even know sometimes.
I also feel like my school psychologist is a very valuable resource. I bend her ear quite a bit when I have concerns about a student and can't seem to find something that works. My psych. also has a ton of games, etc. that I found valuable for when I have students with behavior issues or social skills issues. She is my go-to person for behaviors!!!
DeleteI agree with Dot that I really like school psychologists whom I can bounce ideas off. The psychologists appear to be a resource person with specialized knowledge about exceptionalities, characteristics, assessments, and behaviors. I really appreciate them being open to sharing and suggesting ideas rather than just pushing papers. The psychologists I have worked with in the HPEC organization have been very helpful.
DeleteAs a former teacher I agree with Ginger in the perception of the school psychologist as the paperwork guru. As an administrator, I see the depth and knowledge that a school psychologist can bring to the table. They are not only a part of the IEP team, but a great resource for you as a teacher. Yay! School Psychs:)
DeleteThe 13 areas of exceptionality are: autism, deaf-blindness, deafness, emotional disturbance, hearing impairment, mental retardation, multiple disabilities, orthopedic impairment, other health impairments, specific learning disability, speech and language impairment, traumatic brain injury, and visual impairment.
ReplyDeleteI have two very severe multiple disability students. They are so severe they only come to school for short periods of time for a few days a week. They are in the classroom most of the time. We work on IPAD and OT things to keep flexible and be able to touch IPAD screen for later communication devise. Until the touch is there, we are on hold. They sit by others and often others want to do work on the tray of the stander or read to students. The one stays during lunch, and although she does not eat food, tube fed, she enjoys sitting at table with peers and looks and smiles and watches them. I hold her hand and she will relax when she is by them.
I also have a Downs child, she would be multiple handicap, speech and OT, PT and hearing impairment. She is possibly marginally Mental retardation. She is in class all day and with support. Support means in classs. Teacher is primary and she knows it. We work with others and her for writing, redirection and other skills. All other centers and circle time she can do without us.
Have the normal learning disability. They are in class with minimal support. Same rules apply, in class and by them unless helping and then move on and help others. Have minimal pullout. I use teacher lesson plans to help with what skills I will work with them on. The alignment has made a tremendous improvement in growth. Strongly suggest working on topics as classroom is working on them.
The team is minimally, parents, classroom teacher, specials as identified, and principal for most meetings. For the 3 year it includes the school psychologist. If I had my dream world it would also include the paras working with student and the STUDENT. I think the parents know the child. They have more info on what works and not works, if you take the time to listen. The classroom teacher knows subject matter on grade level. She/he can tell you the ins and outs on what to have in class. they are also the experts of social contacting with students across the board. They can pin point what is helpful and what is not at levels. Listen to them. Principal's job is making sure that we are on tract and it fits with the building. His/her concerns are often those he has received during office time by others. Use him as your child's advocate and he will defend the child and open doors you might not know. He has the organizational interests of the building. Listen to him/her. The specials know their stuff in the restricted areas that they are experts. Incorporate their things and life is easier. I see the TOR, teacher of record, IR teacher, as the facilitator. We put all the pieces to gether to make a schedule and plan that incorporates everything. I think even the teaching methods are just best practice, so that is no better or worse than anyone else. But, we have to schedule and PR the staff and parents to find that compromise that maximized a childs' learning and success.
Dot,
DeleteI think are paras are part of our IEP team. Even though they may not be at the meeting they still offer us information about the students during class time which we intern use to make decisions on services and then we also have our paras provide support to the students during class and sometimes pullout. They also carry out some accommodations/modifications some times.
Dot,
DeleteI have tried to follow teacher lesson plans for comprehension skills but I tend to end up feeling frustrated because we can't keep up. What takes the classroom one week, takes my student 3 weeks. Same with math. Do you stick with it longer or do you move on with the class?
Wow there have been some good disscusions already! Ok the 13 areas of exceptionality are: autism, deaf-Blindness, Deafness, Emotional Disturbance, Hearing Impairment, Mental Retardation, Multiple Disabilities, Orthopedic Impairments, Other Health Impairments, Specific Learning Disabilitiy, Speech and Language Impairment, traumatic Brain Injury and finallly Visual Impairments.
ReplyDeleteThis past 3 years I have been pretty blessed with my case load. I have a student with Autism (high end of the spectrum) and a few ADHD students and mostly LD students. With my student who has Autism we have a very strict set of discipline that has followed him for 3 years. We try to prepare him for all the changes in the schedule before they happen. even his teacher being gone if we can help it. when teaching him lessons I always try to make things visual and hands on for him. I also try to get work done in groups to help him work on social skills.
For my students who have ADHD, We do alot of hands on activities. I have allowed my students to stand instead of sit. They can move back and forth in small motions when it starts becoming bigger then I know its time to take an energy break and we go down the hall to take a drink/bathroom break instead of the one next to my classroom.
For my student with LD, this is tailored to fit their needs. We do tons of hands-on activities, visual things and so on.
And as for the members of an IEP team we start with the principal, they make the decisions of what the school can and can't provide for the child. Next we have the general education teacher, they normally initiate a referral to SPED when they have tries all options that they know, SPEd teachers also work close with them to provide the student with accommodations/modifications to their lessons,they also set the guidleines for their classroom. SPED teacher, we are responsible for caring out the IEP and making sure that all the aspects of the IEP are being followed correctly. Next we have the parent or guardian, we have to have their permission to start testing the child for an IEP. They can provide information on the childs life that we need to know about in order to provide the best services for the child. and sometimes they keep us on feet by making sure the accommodations/modifications are being done and their child is getting the services they are supposed to. And finally we have the school Psychologist they are involved in the IEP's during initail evals, 3 year reevals and so on. However I think that they also helps us see thing sthat maybe we dont always see and help us make service decisions based off of information that we may not know or be seeing.
I even consider the para to be part of the team. Even though they are not present at the meeting we still rely on them to provide inclass and some pullout support. They are the ones the have to sometimes make the accommodations/modifcations if needed and when these are not being done we rely on them to let us know so that we can fix the problem. plus they have to build a close relationship with the students and the regular education teacher inorder to provide positive support to these students.
Dot,
ReplyDeleteI too have had an array of school psychs. Some are very involved and have helped me a ton with understanding how all this works at HPEC, especially starting up. We are very blessed to have such a wonderful support system at HPEC.
Toni,
ReplyDeleteI agree the paraprofessionals do help carry out services with students.
The 13 areas of exceptionality are autism, deaf-blindness, deafness, emotional disturbance, hearing impairment, mental retardation, multiple disabilities, orthopedic impairment, other health impairments, specific learning disability, speech and language impairment, traumatic brain injury, and visual impairment.
ReplyDeleteI'm not sure I have any students right now who would be considered unique. One student falls under mental retardation (developmental delay). He is in 6th grade but functions at a preschool level academically. He is nonverbal, which makes things more difficult. In all honesty, he doesn't spend alot of time in the classroom. I have considered having him in for math and just doing his own math work at a table or desk by himself but he is very distracted by and distracting to his classmates. He joins them for pe, music, lunch, and recess. I have been taking him to read aloud, which is about 5 minutes between recess and lunch. He has gotten better at not touching things and not making noise. I might be able to take him in to math for a short amount of time each day. It would be good for him to watch the other kids work and to see how they behave. He likes to be around them so they could be a good influence on him. My problem is that I want to be the one in charge of that situation, not a para, and I have kids in my room for math instruction and SpellRead that I don't want to leave. I suppose I could do it for a week to introduce him to the classroom. Another thing I worry about is that he behaves differently with me than with paras. The classroom teacher is great though, and would take on an authority role if she needed to. Another student I have has been diagnosed as being on the Autism spectrum. He doesn't seem different unless you really know. He is much lower academically but he fits in well with his friends. He doesn't get a lot out of social studies and science, as far as content, but really benefits by learning how to work. He is a great example of how peers can help students learn. They help him without just giving him answers so it is good for him and the rest of the class. He is able to learn better social and behavior skills by being with his class.
The team should consist of the special ed teacher, a classroom teacher, the principal, the parent(s), and any other special areas such as OT, PT, SLP, ESL. Also the school psych if necessary. The special ed teacher can provide academic and social reports as well as thoughts about what kind of services the student needs. The classroom teacher provides more details of the student's performance in the classroom as compared to peers. Sometimes they have a different perception of the child since they see them in a whole group as opposed to small group or individual. The administrator usually offers suggestions for assessment accommodations, placement ideas, and generally makes sure everything is done correctly. Parents are very important. They can give so much information about the child and what they think the needs are. Of course the support people are important. They always give good suggestions for helping the student at home and at school. I like having them on the team because their experience is much wider than mine and they often have ideas from other schools and teachers. The paras are part of the team as well although they do not attend the IEP meetings.
FYI. Mental retardation, MR has been replaced by ID, Intellectual Disabled by the state for the 2011-2012 school year. It is important to remember that ADHD is included for some students under the other health impairment category. Because a student has ADHD doesn't necessarily mean that they should receive special education services. Some students could get the accommodations needed with a 504 plan. I also agree that paras are an important part of a child's special education services. Where, most often paras are not included in an IEP meeting, I feel that it is important to keep them informed of decisions and changes for a student that they serve. Communication is key between paras and teachers.
ReplyDeleteThe 3 area's of exceptionality are; autism, deaf-blindness, deafness, emotional disturbance, hearing impairment, mental retardation, multiple disabilities, orthopedic impairment, other health impairments, specific learning disabilities, speech/language impairment, and visual impairment.
ReplyDeleteThe majority of my students have always been in the specific learning disability category. However, every year I do have 1-3 students that fall in other categories. Over the years I have worked with Autism, Fragile X, Down's, mental retardation, hearing impairment, emotional disturbance, speech/language, alcohol fetal syndrome, post-tramatic syndrome, ADD/ADHD- I think that is all! This year I do have a MR boy and a boy with a multiple disability diagnosis- that is a new one for me. The majority of the day my LD students are in the classroom with their peers. Some have para support, depending on the need. We do have some pull-out reading classes, Spell Read, for the lowest readers. My MR boy goes to all core subjects, only he has just 1 math class- Compass, instead of 2. His work is adjusted to fit his level. He really enjoys going and being included with and treated like his peers. Of course more is expected out of him now and he is doing good with that. He also has some emotional problems so the classroom environment is good for behavior and social skills. My multiple disability boy goes only to electives and Compass math. He is in my room twice- once in the morning and once in the afternoon. His cognitive level is too low for the level of academics his peers receive. But the interaction with them during the day is very good for his social skills, and he does learn! Every student is different and their needs are different. I do not have cookie cutter students or cookie cutter IEP's. It makes it challenging but in the end I see the growth!
At the middle school level, the IEP team consists of a sped teacher, a regular teacher, an administration, a parent, and the student (unless the parent does not want the student there). At times there can be a school psych, interpreter, or ESL teacher included, and sometimes a rep from the high school for 8th graders.
I agree, I am seeing students with more as well as more severe disabilities than in the past. I think High Plains teachers have an advantage over others because we don't deal with labels so much and focus on what the student needs. Applying a label (or two or three) forces some people to change focus a little from deficit areas and onto cookie cutter recipies for certain disabilities.
DeleteThe 13 areas of exceptionalities are: Autism, Deaf-Blindness, Deafness, Emotional Disturbance, Hearing Impairment, Mental Retardation, Multiple Disabilities, Orthopedic Impairment, Other Health Impairments, Specific Learning Disability, Speech and Language Impairment, Traumatic Brain Injury and Visual Impairment (including blindness).
ReplyDeleteStudent Scenario #1:
Student: Student with (diagnosis of PDD) Persuasive Developmental Disorder
Setting: 4th grade Reading Class
Supports: Student requires scribe and documents with ample white space, limited text, limited blank lines (the lines require writing- YIKES! ), and chunking (one section/sheet at a time).
The student is best served by a scribe during lengthy assignments and in situations when time is an element. The reading teacher realizes that one of the students’ specific challenges is not being able to write quickly and legibly. Knowing that her plans call for more speed during this assignment, the teacher discretely tells a para before a particular assignment, “You may write for student after he provides a verbal answer.”
The team feels that the student should write any time he is able. When he can have support and when he cannot have support can be confusing to him, as well as new paras. The “when” can be based on the situation at the moment, not just the difficulty. Exceptions can be challenging to explain to students who process in black and white. Does anyone have an idea about how to explain or to allow the student to reason “why and when” the support is allowed?
Student Scenario #2:
Student: Student with Mental Retardation (mild cognitive intelligence disability)
Setting: 6th grade science class
Supports: accessing the textbook
Accessing the textbook assistance is needed because the student has a disability in receiving number verbally and recognizing or recalling numbers quick enough and accurate enough to find page numbers in core class textbooks. For example, teacher says to turn to page 348. She cannot interpret the verbal command and read the number as three hundred forty-eight. She is learning numbers in the 1-20 range. She does have cognitive function and motivation that allows her to use coping skills like leaving a bookmark on the last page the class was on the day before. She can sit beside a peer or para and imitate their page selection. I have placed “flags” on outside of book marking chapters. The chapter flags can be helpful. She is more likely to be able to comprehend and locate chapter numbers because she is more familiar with numbers 1-20. With her cognitive ability she requires para assistance for more than page location in core classes. However, I prefer to empower her with as many small forms of independence as possible. Plus, the number practice is good for her and lets her realize that math is used in the real world. Could I do something else to provide her more independence and less embarrassment?
The 13 areas of exceptionality are: autism, deaf-blindness, deafness, emotional disturbance, hearing impairment, mental retardation, multiple disabilities, orthopedic impairment, other health impairments, specific learning disability, speech and language impairment, traumatic brain injury, and visual impairment.
ReplyDeleteI have had a few students with MR. I've enjoyed teaching these students because they have been eager to learn, especially when I've been able to motivate them by incorporating their interests into the lessons. Learning can be fun for these students when the teaching strategy works.
I have also had many students that are diagnosed with ADHD - and some that have ADHD that are not diagnosed. Although most of them have been prescribed medication to help them focus, it doesn't always control it completely. I've found with these students, the best thing a teacher can do is have Patience!!! Lots and lots of patience. I have a student that is not on medication for ADHD but has tons of energy and has a horrible time focusing and staying on task. I had this student work with the behavior specialist and we've come up with some relaxation exercises. The student uses a stress ball to do the exercises at the beginning of class (instead of doing a bellringer), and so far, we have made much progress - very impressed with the student. :)
Within the 13 areas of exceptionality, I have several, my frustration has been that our teachers seem to be waiting for students to "develop" a disability with enough significance to qualify for special education services. I have had WAY too many students that have had a disability wiht a two year discrepency for a few years and then be fine. It is a shame when students are labeled so they can get support they should be able to get elsewhere.
ReplyDelete