Effective Practices Notebook

Kaitlin King

2 TABLE OF CONTENTS: 1. SPEECH AND LANGUAGE 2. LEARNING DISABILITIES 3. AUTISM 4. COGNITIVE IMPAIRMENTS 5. HEARING IMPAIRMENTS 6. EMOTIONAL IMPAIRMENTS 7. POHI 8. ADHD 9. VISUAL IMPAIRMENTS pg. 3-4 pg. 5-6 pg. 7-8 pg. 9-10 pg. 11-12 pg. 13-15 pg. 16-17 pg. 18-19 pg. 20-21

3
1. SPEECH & LANGUAGE IMPAIRMENTS

IDEA Definition: Speech and language impairment means a communication disorder such as stuttering, impaired articulation, and language impairment which adversely affects educational functioning. #1 System for Augmenting Language (SAL) is an effective practice and area of clinical practice that attempts to compensate (temporarily or permanently) for the impairment and disability patterns of individuals with severe expressive communication disorders. It was developed to be used with electronic communication devices. It can also be used with communication boards, books, or sign language. The success of this practice depends on the training of the students main communication partners. 1. Identify student and their communication device. 2. Have frequent and major communication partners become familiar with the device. 3. Make sure that the communication partners receive instruction about the importance of input (the physical operation of the device). 4. Practice giving input, feedback, and coaching in natural settings with the student. The communication device is the main material necessary for SAL. Depending on the type of device, it can be very expensive to implement a successful device. Communication boards, books, and sign language can also be used with SAL. Someone already familiar with the device and student (perhaps a parent or special education teacher) is necessary to help explain and demonstrate how to use the device so the student has the greatest opportunity for success in the classroom. #2 Graphic Organizers put information in a format that makes it easier for students to learn and comprehend information. They come in many different forms and are applicable to any subject necessary. Its been shown that graphic organizers are successful in aiding students learning at whatever point theyre implemented in the classroom (before or after instruction/introduction of the material). They are also very versatile and have been shown to help students with Down syndrome, autism spectrum disorders, and language-learning disabilities. 1. Decide which organizer will best meet the desired learning goal. 2. Create the graphic organizer by hand or using a computer program. a. Consider how students will participate when completing and using the graphic organizer. Also consider any adaptations students will need. 3. Assist students in choosing information and help them complete the organizer. a. Provide examples, model how to complete the organizer, and model how to find the information once the organizer is completed. Minimal materials are necessary for graphic organizers. Paper and pencil are absolutely necessary, but many templates for graphic organizers are available online. Resources/References: Turnbull, R., Turnbull, A. & Wehmeyer, M. (2006). Exceptional Lives: Special Education in

4 Todays Schools (6th ed). New Jersey: Merrill Prentice Hall. https://www.isaac-online.org/english/what-is-aac/how-is-aac-supported/ NICHCY resources for graphic organizers: http://nichcy.org/schoolage/effective-practices/meta80resources#graphic http://speech-language-pathology-audiology.advanceweb.com/Article/061807-CurriculumModifications-for-Language-Impairment.aspx http://aim.cast.org/learn/historyarchive/backgroundpapers/graphic_organizers#.UpKpZ4Uqk7 A

5 2. LEARNING DISABLITIES Idea Definition: Specific learning disability means a disorder in one or more of the four basic psychological processes involved in understanding or in using language, spoken or written, which may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or do math. #1 Differentiated Instruction modifies traditional instruction where the teacher uses a variety of instructional methods to teach the material. The goal of this type of teaching is that the content of the lesson reaches all students, despite abilities, disabilities, language, or preparation for school. Many techniques can be used to make sure that all students have an opportunity to learn the information including the following: graphic organizers, models, demonstrations, role-play, scaffolding, manipulatives and more. Differentiated instruction works when all types of learning are considered and included (kinesthetic, visual, auditory, etc.) 1. 2. 3. 4. Have a good and thorough idea of what you need your students to learn Determine what your students already know Decide what instructional methods will lead to the most success Design lessons and assessments to show student mastery

Nothing specific is necessary for differentiated instruction. The most important aspect of differentiated instruction is to get to know your students (likes, dislikes, learning styles, etc.) Thoughtful planning and a variety of resources are helpful to make this type of instruction successful. Graphic organizers, scaffolding techniques, and much more can be found on the Internet as well in countless books and other resources. A very important aspect to always include when using differentiated instruction is options in the lessons. Not all students learn the same or enter the classroom at the same level, so your lessons need to include various entry points for the students so all can succeed. There is no need to make individualized lesson plans, each student can have options to choose and to succeed. #2 Learning Strategies: Self-questioning is a great strategy for students with LDs to learn to acquire information. Self-questioning is good for students since it requires them to interact and know the topic and material. It helps students to verbalize information and therefore enhances their understanding of the information. This strategy is important in math since students often have trouble with word problems and making sense of their answers. This strategy helps to break down the problems into manageable steps and helps students to double-check the reasonableness of their answers instead of blindly writing numbers down. 1. 2. 3. 4. What kind of math problem is this? Have I ever done something like this before? Is there more than one problem to solve in this sentence? Is my answer reasonable?

The materials necessary for Self-questioning are very limited. Students need to be taught how to do this strategy, so modeling types of problems is the most important aspect for teachers. By working through problems with a student or with the class to demonstrate how to self-

6 question, the students have a better chance of learning to do it on their own. Other than that, no specific materials are necessary for this effective practice. Resources/References: Turnbull, R., Turnbull, A. & Wehmeyer, M. (2006). Exceptional Lives: Special Education in Todays Schools (6th ed). New Jersey: Merrill Prentice Hall. Glencoe Teaching Today http://www.glencoe.com/sec/teachingtoday/subject/di_meeting.phtml Center for Development and Learning http://www.cdl.org/resourcelibrary/articles/differentiating%20instruction%20and%20practice.php National Center on Accessible Instructional Materials http://aim.cast.org/learn/historyarchive/backgroundpapers/differentiated_instruction_udl#.Up teXoUqk7B Mathematics TEKS Toolkit: http://www.utdanacenter.org/mathtoolkit/support/questioning.php NICHCY http://nichcy.org/research/ee/math#self

7 3. AUTISM IDEA Definition: Autism means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age 3 that adversely affects educational performance. #1 Applied Behavioral Analysis is a proven effective practice that uses reinforcement to develop skills and improve behavior. It can be used anywhere, from the classroom to everyday activities such as the dinner table and playground. It has been shown that early intervention with intensive ABA programs has proven to be successful in helping people with autism be successful in general education programs with little or no outside help. A major part of ABA is to break down tasks into simple steps to master, building from simple to more complex. ABA is a proven strategy that is currently used with children and adults to help people with autism improve their lives and work toward independence when possible. Direct trial teaching: 1. Antecedent/discriminative stimulus a. An instruction or command given to the student (such as a directive to have the student perform an action) 2. Behavior/response a. This is the response from the student, how the student reacts to the antecedent (what actions did the student perform or not perform?) 3. Consequence a. This is the reaction of the therapist or teacher to the students response. It could be positive reinforcement, repeating the directive, or a negative response (such as telling the student No.)

Prizes and rewards might be necessary for positive reinforcement of a students behavior, along with anything necessary for the task you need the student to practice (if you want them to sort things, you need to provide the items for sorting). Also, therapist trained in ABA techniques is required for implementing Applied Behavior Analysis. This usually involves 20-40 hours of work with a therapist per week for at least two years and is generally pretty expensive. Consistency is necessary for the most success with ABA, which means parents and teachers should have training in its techniques in order to contribute to helping the person to reach their goals. Although there is training and practice that is involved, there is no specific degree in order to become an ABA instructor. #2 Social Stories are visual or written stories (or a combination of both) to help students with autism learn what behaviors and social cues are appropriate and inappropriate. Its been hypothesized that people on the autism spectrum lack theory of mind, or the ability to think from others point of view. Using social stories explains very directly what is good social

8 behavior and teaches the student clearly what to do in certain social situations. Carol Gray of The Gray Center developed social stories. 1. A social story should include four types of sentences: a. Descriptive: where the situation takes place, whos involved, whats going on/what are they doing, and why are they doing it? b. Perspective: Include descriptions of internal thoughts, emotions, and motivations. c. Directive: Describe the appropriate response to the social cue. d. Control: Describe strategies student can use to remember the information from the story, how the student can reassure themselves in the situation, and define their responses. 2. Carol Gray also offers books, presentations, DVDs, etc. to teach how to write a social story here: a. http://www.thegraycenter.org/social-stories/how-to-write-social-stories Specific materials required for social stories are paper/pen/marker if doing this by hand. Otherwise, they can be made on the computer. To learn how to do them properly involving the specific criteria and guidelines provided by Carol Gray, attending one of her presentations or getting her DVDs/book will be necessary. References/Resources: Turnbull, R., Turnbull, A. & Wehmeyer, M. (2006). Exceptional Lives: Special Education in Todays Schools (6th ed). New Jersey: Merrill Prentice Hall. Autism Speaks: http://www.autismspeaks.org/what-autism/treatment/applied-behavior-analysis-aba Synapse, Reconnecting lives: Autistic Spectrum Fact Sheets: ABA http://www.autism-help.org/intervention-applied-behavioral-analysis.htm Association for Behavioral Analysis International: http://www.abainternational.org/constituents/educators.aspx Educate Autism http://www.educateautism.com/social-stories.html#.UpClGYUqk7A The Gray Center http://www.thegraycenter.org/social-stories/what-are-social-stories

9 4. COGNITIVE IMPAIRMENTS IDEA definition: Intellectual disability means significantly sub average intellectual functioning existing concurrently with deficits in adaptive behavior and manifest during the developmental period, which adversely affects a childs educational performance. #1 Self-Determined Learning Model of Instruction is an effective practice designed to help students make decisions and solve problems. The model has three phases and questions within each phase to help the student reach his or her own conclusion and take action. This practice was developed from theory and research on self-management and self-control. It is a threepart plan/procedure where the questions are supposed to be discussion points for the student and teacher. Questions should be short and easy to understand for the student, but if the student is having problems, the teacher needs to reword and simplify for the student. The aim of this strategy is to break down decision making into manageable steps for the student so they can take ownership over their own learning. 1. The student and teacher goes through the following questions (simplifying and clarifying when necessary if the student doesnt understand the question). 2. Phase 1: What is my goal? i. What do I want to learn? ii. What do I know about it now? iii. What must change for me to learn what I dont know? iv. What can I do to make this happen? b. By the end of this phase, the student should have set an instructional goal based on their own interests and abilities. 3. Phase 2: What is my plan? i. What can I do to learn if I dont know? ii. What could keep me from taking action? iii. What can I do to remove these barriers? iv. When will I take action? b. By the end of Phase 2, the student should have a plan in place on how to achieve the instructional goal they set in Phase 1 and monitor themselves on their progress toward it. 4. Phase 3: What have I learned? i. What actions have I taken? ii. What barriers could be removed? iii. What has changed about what I dont know? iv. Do I know what I want to know? b. By the end of phase 3, the student needs to evaluate their information from selfmonitoring and change their action plans and goals if necessary. No materials are really necessary for the Self-Determined Learning Model of Instruction. Student and teacher need to work together and find time to discuss the steps and questions in each phase, but no monetary or specific materials are required to do this.

10 #2 Community Based Instruction is an effective practice that teaches cognitively impaired students functional skills that are relevant to everyday life and the community. This strategy equips students with the life skills they need and enables the students to be successful in the community and in life after leaving school. 1. Select the Instructional domain 2. Identify current and future environments in this domain where the student needs to learn skills to succeed. 3. Prioritize the need for instruction in specific sub environments in each environment 4. Identify activities within each sub environment 5. Task-analyze the priority activities into their component skills Resources for job shadowing, job sampling, and leisure training are good to have for community based instruction. Information and places related to the student interest that will lend their services so students can sample areas that they might be interested in or able to participate in are great for community based instruction. Other than that, specific materials arent necessary. It might be good to have monopoly or fake money and store-simulated activities available to the students so they can practice those skills before needing them in the real situation. References/Resources: Turnbull, R., Turnbull, A. & Wehmeyer, M. (2006). Exceptional Lives: Special Education in Todays Schools (6th ed). New Jersey: Merrill Prentice Hall. Self-Determination: Supporting Successful Transition http://www.ncset.org/publications/viewdesc.asp?id=962 Promoting causal agency: the self-determined learning model of instruction. http://web.ebscohost.com.huaryu.kl.oakland.edu/ehost/detail?sid=24cd7845-b156-4668-8ccd5d51ab8810bd%40sessionmgr4&vid=1&hid=9&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db =eft&AN=507708829 American Association of Intellectual and Developmental Disabilities http://aaidd.org/about-aaidd/action-plans#.UoeeyYUqk7A Project 10-transition education networkCommunity Based Instruction http://www.project10.info/DetailPage.php?MainPageID=158

11 5. HEARING IMPAIRMENTS IDEA definition: Means a hearing loss whether permanent or fluctuating which adversely affects a childs educational performance, including deafness. Deafness: severe hearing impairmentlinguistic issueswith or without amplificationaffects education. #1 Experiential Learning and Authentic Experiences help deaf or hearing-impaired students to learn more effectively. Hearing-impaired students have different learning experiences than their peers and therefore dont have the same prior knowledge to link new information to. Therefore, its very important for teachers to have opportunities for hearing-impaired students to have experiences along with the new materials so that the information is more relevant to the student and therefore, more memorable. 1. Get to know your students 2. Create opportunities within lessons for active involvement 3. Schedule field trips when possible Materials necessary for authentic experiences are incredibly varied depending on what type of experience it is. Field trips or special guests might be necessary and could be free to very expensive depending on what it is. #2 Scaffolding information for hearing-impaired and deaf students is an easy effective practice any teacher can do. From visual aides to connecting new information to prior knowledge, scaffolding can take on many forms in the classroom. The idea of scaffolding has been noted to the psychologist Vygotsky although Vygotsky never used the term scaffolding. Vygotsky introduced the Zone of Proximal Development and connected it to the concept of scaffolding. The zone of proximal development is the area between what the student can do on his/her own and what they still need help, support, and guidance to complete. 1. 2. 3. 4. 5. 6. Show and tell Tap into Prior Knowledge Give time to talk Pre-teach vocabulary Use visual aides Pause, ask questions, pause, review

No specific materials are necessary for scaffolding. There are a lot of varieties on how to scaffold information for the hearing-impaired and deaf student, so teachers can choose which they want to implement based on their resources and abilities. Visual aides can be bought or made, and other methods of scaffolding can be used without any additional materials in the classroom. References/Resources: Turnbull, R., Turnbull, A. & Wehmeyer, M. (2006). Exceptional Lives: Special Education in

12 Todays Schools (6th ed). New Jersey: Merrill Prentice Hall. Using an Activities-Based Approach to Teach Science to Students with Disabilities Essential Educator: http://essentialeducator.org/?p=7202 Edutopia http://www.edutopia.org/blog/scaffolding-lessons-six-strategies-rebecca-alber Education.com: Scaffolding http://www.education.com/reference/article/scaffolding/ Zone of Proximal Development and Scaffolding: http://www.toolsofthemind.org/philosophy/scaffolding/

13 6. EMOTIONAL IMPAIRMENTS IDEA definition: The term means a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree, which adversely affects education performance: 1. 2. 3. 4. 5. Learning Relationships Inappropriate behavior Mood Physical symptoms

(What separates EBD from others: chronicity, severity, & difficulty in school) #1 Nonviolent Crisis Intervention is a proven effective practice for behavior modification. It helps to change the behavior of students before it escalates to a dangerous situation. It also teaches educators (administration, or anyone) to deal with how to de-escalate a situation that has already gotten out of control. It also helps teachers to develop and maintain trustworthy and working relationships with students to minimize disruptions and crisis situations. Teachers learn decision-making and problem solving skills to prevent, de-escalate, and safely respond to disruptive or assaultive behavior. 1. Isolate: Remove the person from the area. You may not know what the stressor is, but escort the person to a different location (it may immediately help the person to start to de-escalate.) 2. Talk it out: Remain with the person and ask them to talk about what triggered their behavior. You must ask the person to breath, and talk slowly so that you understand what theyre saying. Ask for the conversation to be held at a normal speaking volume (all so that the person continues to calm down). 3. Active Listening: Use the persons words to repeat back to them what you heard them say about the problem. Do not correct or judge what the person is saying. Give the person a chance to express his or her own feelings/point-of-view and speak freely. 4. Empathize: Remember to use statements such as Im sorry you felt and I understand you thought to communicate empathy to the person. Provide the person in crisis validation for their emotions and make them feel less alone in what theyre feeling. 5. Behavior: Discuss the specific behaviors the person did in the crisis situation. Talk about what the person was thinking and feeling before and during the situation to try to connect what the person did with the hidden emotion that provoked it. 6. Coping Skills: Finally, discuss coping skills the person can use in future situations. Make sure to explain acceptable behaviors when they feel the emotion that was identified as the motivation for the behavior. For Nonviolent Crisis Intervention, faculty and administration (anyone who is going to have contact with EI students, needs to be trained in the program. The cost of this (not sure how much) is necessary for the multiple day seminars. Faculty can also become trainers in

14 Nonviolent Crisis Intervention and then train the entire staff on the methods (a cost-saving option). Other than that, no specific materials are needed to implement this strategy. It might be good to have a specific room or location near your classroom to walk the student to when they have a crisis situation. Or a protocal in place of what happens when you have a crisis situation in your classroom and cannot leave the other students (who would you call, what you need to do to keep all other students safe/out of harm this protocal is also included in the training sessions). #2 Behavior Intervention Plans is an effective practice that provides intervention for a student that is showing consistent behavior problems that interfere with their own education and that of others in the classroom. It involves documenting the behavior and its severity, performing an analysis of your findings, and implementing a new behavior plan in order to change the behavior and improve the classroom learning atmosphere. 1. Document the students behavior, including frequency, degree, time, patterns, triggers/whatever happens before the behavior, and consequences of the behavior. There are a variety of forms that can be used to help in documenting this formation. 2. You can perform a Functional Behavior assessment after documenting the behavior information to help you figure out why the student is performing his or her behavior. 3. After analyzing the behavior data, create a plan involving specific behavior interventions and class supports you will use to deal with the students behaviors. 4. Meet with the student, teachers, parent, and any other support staff to share the plan, have copies for everyone involved and have everyone sign the plan. 5. Implement the plan for 2-4 weeks and use additional behavior tracking forms to track the behavior changes (or lack of) and then meet again with everyone involved (at the very least student, parent, and teachers). 6. Finally, continue with regular reviews of student progress and have meetings/check-ins every couple of months. Materials involved in Behavior Intervention plans are mostly documentation forms for tracking the behavior of the student before and after the intervention plan is put in place. There are many resources teachers can use to find these. Also, access to behavior intervention plans and special education personnel to assist in creating a specific and tailored plan for the student so they can succeed in the classroom. There arent really costs involved in creating a Behavior Intervention Plan, other than the time to set up meetings and collecting data to track the students progress. References/Resources: Turnbull, R., Turnbull, A. & Wehmeyer, M. (2006). Exceptional Lives: Special Education in Todays Schools (6th ed). New Jersey: Merrill Prentice Hall. CPI Website: http://www.crisisprevention.com/Specialties/Nonviolent-Crisis-Intervention/OurProgram/Program-Overview

15 Raising A Non-Violent Child: http://web.ebscohost.com.huaryu.kl.oakland.edu/ehost/detail?sid=35407d5c-f56c-4f4e-8fdd54fc98072335%40sessionmgr4&vid=1&hid=9&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db =ofs&AN=12797744 Conflict & crisis communication: methods of crisis intervention and stress management http://go.galegroup.com.huaryu.kl.oakland.edu/ps/i.do?action=interpret&id=GALE|A21696129 1&v=2.1&u=lom_oaklandu&it=r&p=ITOF&sw=w&authCount=1 Practical Strategies for Working With Students Who Display Aggression and Violence http://www.cyc-net.org/cyc-online/cycol-0306-guetzloe.html Resource for steps to implement Behavior Intervention Plans and various Forms/resources: http://www.pbisworld.com/tier-2/behavior-intervention-plan-bip/ Developing Effective Behavior Intervention Plans: Suggestions for School Personnel http://isc.sagepub.com.huaryu.kl.oakland.edu/content/43/3/140.full.pdf+html Addressing problem behaviors in school: Use of Functional Assessments and Behavior Intervention Plans http://go.galegroup.com.huaryu.kl.oakland.edu/ps/retrieve.do?sgHitCountType=None&sort=R ELEVANCE&inPS=true&prodId=ITOF&userGroupName=lom_oaklandu&tabID=T002&searchId=R 1&resultListType=RESULT_LIST&contentSegment=&searchType=AdvancedSearchForm&current Position=1&contentSet=GALE|A53877560&&docId=GALE|A53877560&docType=GALE&role=& docLevel=FULLTEXT#contentcontainer

16 7. POHI: PHYSICAL DISABILITIES AND OTHER HEALTH IMPAIRMENTS IDEA definition: Physical Disability: Acquired or congenital impairments of the bodys neurological or muscular systems that affect basic movement functions and educational performance Other Health Impairment: Conditions that require ongoing medical attention, chronic or acute that limit strength and vitality and adversely affect education.

#1 Plan for a Seizure is a paramount effective practice in case you have student with epilepsy or any other seizure disorder in your classroom. There have been many varying procedures that are recommended throughout history incase of a seizure. Actions such as placing a spoon in the seizing persons mouth or restraining the seizing person are no longer accepted. The following is a good, acceptable plan incase a seizure occurs in your classroom. The following are types of general seizures and their characteristics: 1. Tonic-clonic: Uncontrolled jerking, loss of consciousness, disorientation, violent reactions, cessation of breathing, vomiting, loss of continence 2. Tonic: Sudden stiffening of muscles, rigidity, falling to ground 3. Atonic: sudden loss of muscle tone resulting in collapse to the ground 4. Absence: Brief interruption in consciousness, appearance of momentary dj-vu. For a Tonic-clonic seizure: 1. 2. 3. 4. Lay the person on their side Move potentially dangerous/fragile objects Place pillow under his or her head Never attempt to restrain her or place anything in her mouth

For a Tonic seizure: 1. Reassure the student 2. Provide a place to lie down afterward 3. Stay calm For an Atonic and Absence seizures: 1. Reassure the student after the event The materials needed for a seizure emergency plan are not many. Have a pillow on hand to put under the seizing individuals head so they do not hurt themselves. Also, have a plan that the other students know to help clear the area of desks or anything else potentially dangerous to the seizing student. Know the numbers to call for help and the students parents/guardians contact information. #2 Plan for Diabetic Emergency is an important effective practice due to the rise in childhood obesity. 1 in 600 school-age children have diabetes so it is important for teachers to know how

17 to deal with a diabetic emergency before it happens. There are two types of diabetes, Type 1 (childhood) where the pancreas stops producing insulin (this accounts for 5% of cases) and Type 2, where the pancreas doesnt produce enough insulin (this accounts for most cases of diabetes). 1. Diabetic Shock a. The child has an excess of insulin b. Recognize the symptoms: the student might be faint, have blurred vision, drowsiness. All of these come on very quick during diabetic shock c. Give the student juice or candy to stop the reaction d. Call home immediately afterwards to notify their parents and take any necessary action. 2. Diabetic coma a. The student has too little insulin b. Recognize the symptoms: this reaction comes on gradually, the student may complain of fatigue, thirst, labored breathing, the student might have acetone breath (breath smells like fruit, often mistaken for alcohol in adults). c. Call 911 since simply giving juice or candy will not stop this reaction A teacher with a diabetic student (or students) should always have a stock of the candy or juice necessary to help a student if he or she goes into diabetic shock. They also should have a phone in the classroom (I think this is standard) in order to call 911 for a diabetic coma or other emergency. Other than that, no other specific materials are necessary for a diabetic emergency. Resources/References: Turnbull, R., Turnbull, A. & Wehmeyer, M. (2006). Exceptional Lives: Special Education in Todays Schools (6th ed). New Jersey: Merrill Prentice Hall. Classroom Problems and SolutionsEpilepsy http://edmedkids.arizona.edu/content/educational-implications-1 Eplepsy.com http://www.epilepsy.com/?CFID=11120486&CFTOKEN=67978699 National Diabetes Education Program http://ndep.nih.gov/index.aspx American Diabetes Assocation: http://www.diabetes.org/living-with-diabetes/treatment-and-care/medication/tips-foremergency-preparedness.html

18 8. ADHD 1. OHI definition a. Conditions that require ongoing medical attention, chronic or acute, that limit strength, vitality, and alterness and adversely affect education. Includes a heightened awareness to environmental stimuli, which results in limited alertness (ADHD) 2. DSM definition a. Need to meet 5 criteria: i. Persistent pattern of inattention and/or hyperactivity-impulsivity ii. Before age 7 iii. In at least 2 settings iv. Interferes with development v. Not a psych disorder or mental disorder b. 3 types: i. Inattentive (ADD): day dreamer, careless worker, cant follow through, trouble with organization, distractible but not disruptive, forgetful, internally focused-lost in thought, hypoactive (these kids are often overlooked as lazy or lethargic) ii. Hyperactive-Impulsive (HD): fidgeting, squirming, excessive talking, blurting out, rude, interruptive, easily frustrated, trouble playing quietly, impulsive, risk taking, careless errors, accident prone, not aware of consequences, we notice these kids cause they are disruptive iii. Combined (ADHD): a little bit of both #1 Cognitive Behavior Strategies/therapy (CBT) is an effective practice that provides alternative thinking strategies and gives the students tools to control themselves. It also creates classrooms where students want to behave. It was developed around 40 years ago, it doesnt replace drugs, but has been researched and shown as one of the most successful types of therapy for ADHD. The focus of cognitive behavior therapy is on thinking and getting organized, staying focused, and improving a persons ability to get along with others and control anger. 1. 2. 3. 4. 5. 6. Assess student concerns Set initial plan/goals Begin intervention techniques Re-assess plan/goals Modify & continue intervention techniques Re-assess and decide if its necessary to continue.

Training in cognitive behavior therapy is necessary for this effective practice. General education teachers can use these ideas and steps within their classroom to quickly modify behavior or help the student (especially once discussed with the students sp ecial education teacher, parent, therapist, etc.), but true cognitive behavior therapy needs a therapist or special education teacher certified in this type of therapy. This therapy does not replace medication; it works along with the medication.

19 #2 Computer-assisted instruction (CAI) is an effective practice that uses computers to deliver instruction to the student. Its use for drill and practice exercises, independent practice, and review activities has been shown to increase motivation and achievement in math and reading. It also helps to teach self-management and goal setting skills for students with ADHD (and LD). Its been shown that students had less disruptive behavior and more knowledge of the goal setting process after participating in CAI. Pick your software that has the following: 1. Provide step-by-step instructions. 2. Wait for student responses, then provide immediate feedback and reinforcement following responses 3. Allow students to work at their own pace 4. Actively involve students in learning 5. Organize content into small, manageable chunks of information 6. Offer repeated trials using variable formats, as needed, when learning content 7. Offer attention-grabbing approaches when addressing critical content. Use the software as homework, class activity, or supplemental instruction. The materials necessary for this effective practice are mainly the software and the computer. Some games or resources are available online. Having computers, tablets, or laptops readily available (and having enough) is also necessary to implement this effective practice. References/resources: Turnbull, R., Turnbull, A. & Wehmeyer, M. (2006). Exceptional Lives: Special Education in Todays Schools (6th ed). New Jersey: Merrill Prentice Hall. How Cognitive Behavior Therapy Can Stop Negativity http://www.additudemag.com/adhd/article/912.html ADHD Treatment for children http://www.helpguide.org/mental/adhd_add_treatments_coping.htm NICHCY Information: http://nichcy.org/disability/specific/adhd Article on Cognitive Behavior Therapy CAI step-by-step: http://www.education.com/reference/article/computer-assisted-instruction-ADHD/ ADHD: Building Academic Success: http://www.ldonline.org/article/5925/

20 9. VISUAL IMPAIRMENTS IDEA Definition: Vision loss, which, even with correction, adversely affects a childs educational performance. The term includes children with blindness and partial vision. #1 Accommodations to develop basic skills is an effective practice that accommodates the visually impaired student to complete the same education goals as every other student. TVIs adapt materials to help the student be included in the general education classroom. They also encourage the student to develop recreational activities and interests to build their social skills. TVIs also help the student to consider career-awareness skills and knowledge of human sexuality. The O&M specialist helps to increase the environments where the student can travel safely. One major goal here is to let the student develop independence; they need to be able to do as much as they safely can on their own so they can live as independently as possible when theyre an adult. 1. The TVI, parents, teacher, O&M specialist need to observe the student in their environment and their actions with other students/people. 2. If the student is allowing other students or people to help him do activities he could otherwise do on his own or the student starts expressing that he cannot do things because hes blind, modifications need to be made. 3. Develop a plan that rewards independent behaviors, discourage other students from helping him do things he can do independently, and offer opportunities for him to partake in social activities with other students. To accommodate students to develop basic skills, the students TVI and O&M specialist are needed to develop a plan for the student. The teacher needs to be informed in order to help to the maximum benefit of the student, along with cooperation of the class and various school personnel and the students parents. Specific materials needed are rewards for the student whos making progress, along with opportunities for different activities the student can try and partake in. Braille materials, raised maps, handling specimens, etc. are also necessary for the student to be included to the greatest extent in the classroom. #2 Preparing for adult life is an important aspect of education for visually impaired students. Some students will spend an extra year in high school in order to complete their education and learn the skills to successfully live on their own. The expanded core curriculum for visually impaired students (from the Texas School for the Blind and Visually Impaired) includes the following: Assistive technology/technology Career Education Compensatory/access skills Independent living Orientation & Mobility Recreation & Leisure Self-Determination

21 Sensory Efficiency Social Interaction

Its important for educators to know and verify that the student has the life skills to live on their own safely and successfully. 1. Once the student is 16 years old, his or her IEP needs to include transition planning. 2. The student, parents, and special education staff needs to meet to discuss the students goals, abilities, and necessary education plans. 3. Research the students career interests and his/her current abilities to complete household and life tasks. 4. Develop a plan for the student to take on more responsibility at home as well as learn the necessary skills thought transition education at school for future independent living. 5. Implement the plan and have the student practice and master all necessary skills for living independently and attend a vocational school or get the necessary training for future career options. Transition planning includes many different people in the visually impaired students education and life. Special education staff, the TVI, O&M specialist, parents, and possibly general educators are necessary to have a well-rounded transition plan in place for the student. Resources for career and life-skill training are necessary for the student to be successful once leaving school. This includes access to information about vocational schools, opportunities to practice life skills in real situations (such as the collecting and saving phone numbers example in the text, pg. 365). Resources/References: Turnbull, R., Turnbull, A. & Wehmeyer, M. (2006). Exceptional Lives: Special Education in Todays Schools (6th ed). New Jersey: Merrill Prentice Hall. NICHCY, Visual Impairment: http://nichcy.org/disability/specific/visualimpairment Some classroom strategies/suggestions: http://www.tsbvi.edu/instructional-resources/1911-classroom-strategies-for-regulareducation-teachers-who-have-students-with-visual-impairments 12 Tips for classroom teachers: https://nfb.org/images/nfb/publications/fr/fr19/fr05si10.htm Core-curriculum for visually impaired: http://www.tsbvi.edu/instructional-resources/1211-the-core-curriculum-for-blind-and-visuallyimpaired-students-including-those-with-additional-disabilities American Association of Blind Teachers

22 http://blindteachers.net/transition-planning.html