Title: Special

Needs Students

Skill or Concept: Introduction

Scene (opening page): School Campus

Slide number:

Animation (yes or no): No

Audio (yes or no): No

Graphics (yes or no):Yes

Programmer notes:
Arial font, size 14,
Black, image
placement centered
to left of bulleted
text
Light blue
background
Slide must not be
advanced until a
prompt from the
student.

Text/Audio Narration:

The problem: A lack of understanding of the differences between the cognitive academic grade
equivalencies and the students equivalent age maturity

Avg Academic

Equivalent Age

Age

Grade

Maturity

#1

18

2nd

11

#2

17

3rd

13

#3

17

5th

15

#4

16

5th

13

#5

15

3rd

11

#6

18

4th

12

#7

14

4th

13

#8

15

3rd

14

Student #

Title: Special Needs Students

Scene: School Campus

Skill or Concept: Understanding

Animation (yes or no): No

Arial font, size 14,

Black, image
placement centered
to left of bulleted
text
Light blue
background
Slide must not be
advanced until a
prompt from the
student.

Text/Audio Narration:

Slide number: 2
Graphics (yes or no):Yes

Audio (yes or no): No

Objectives:
1.Faculty members will be able to demonstrate appropriate behavioral expectations for special needs
students as they engage with them around campus 100% of the time.
2. Faculty members will be able to use appropriate verbal communication with special needs students
as they engage with them around campus 100% of the time.
3. Faculty members will be able to assess special needs student interactions and communicate to
special needs teachers any important observations from interactions with a special needs student
100% of the time.

Title: Special Needs Students

Scene: School Campus

Skill or Concept: Objective 1

Animation (yes or no): No

Arial font, size 14,

Black, image
placement centered
to left of bulleted
text
Light blue
background
Slide must not be
advanced until a
prompt from the
student.

Text/Audio Narration:

Slide number: 3
Graphics (yes or no):Yes

Audio (yes or no): No

1.Faculty members will be able to demonstrate appropriate behavioral expectations for special needs
students as they engage with them around campus 100% of the time.
Scenario
Lets go outside the classroom, where this problem exists on a larger scale. A special needs student is
sent to the front office, which is in an adjacent building, and encounters another teacher enroute. This
student suffers from Autism, walks with his head down, and does so very rapidly. The teacher may
grab the student and stop him before he crosses the parking lot, all for his own safety, but in doing so,
not acknowledge the students individual disability, and shocking the student into an episode of
extreme emotions and uncontrollable behavior. These types of outbursts from students who can be
emotionally fragile can result in injury to the student, or to those around the student. Such students
have been known to throw desks and chairs, violently hit objects or people close to them, or even
simply take off running away from the uncomfortable situation, which obviously in this circumstance,
could be very dangerous. The teacher should be prepared to physically block the student if possible,
but not touch the student unless to prevent imminent harm.

Title: Special Needs Students

Scene: School Campus

Skill or Concept: Objective 2

Animation (yes or no): No

Arial font, size 14,

Black, image
placement centered
to left of bulleted
text
Light blue
background
Slide must not be
advanced until a
prompt from the
student.

Text/Audio Narration

Slide number: 4
Graphics (yes or no):Yes

Audio (yes or no):No

2. Faculty members will be able to use appropriate verbal communication with special needs students
as they engage with them around campus 100% of the time.
Scenario
Given the appropriate actions outlined previously, lets discuss what should be said in that
circumstance to the special needs student. This may vary from student to student, which is why it is
important for teachers to understand each student to some level, but the basic message should be the
same for any such student. The teacher should call out to the student, just as would likely happen to
any teenager, and speak firmly about paying attention and observing safety rules. He should not
criticize or berate the student in any way. The goal is simply to modify the behavior to prevent an
accident, not make the student feel badly about it. At the same time, the teacher should not talk down
to the student as if the student is incapable of understanding or behaving in a safe manner. Special
needs students are highly sensitive to being treated like little kids or babies.

Title: Special Needs Students

Scene: School Campus

Skill or Concept: Objective 3

Animation (yes or no): No

Arial font, size 14,

Black, image
placement centered
to left of bulleted
text

Slide number: 5
Graphics (yes or no):No

Audio (yes or no):No

3. Faculty members will be able to assess special needs student interactions and communicate to
special needs teachers any important observations from interactions with a special needs student
100% of the time.
Scenario

Light blue
background
Slide must not be
advanced until a
prompt from the
student.

Again, in this scenario, safety is the ultimate concern, and is certainly a life skill that any independent
adult would be expected to observe. The special needs student, however, was not behaving in a
manner consistent with an independent adult, so this is a critical observation the students teacher
should be made aware of and take action upon. Had the student had an episode or outburst of any
degree, this would also have been an observation the special needs teacher should be made aware of.
Not only is it inconsistent with behavior expected of an independent adult, but it could indicate
additional stress, significant emotions, or some other change in the students life that perhaps the
special needs teacher is not aware of, and needs to address in an appropriate and safe environment
for the student. The non special needs teacher, in this instance, and in knowing something about this
student, should communicate his observations and recount the circumstances to the special needs
teacher. This allows for consistent and constant adaptation to the needs of these students. It also
enables the teachers to provide the best possible instruction for the preparation of the students for the
challenges of independent life.
The rule of thumb is consistency with what would be expected from an independent adult. Any
observed behavior not in line with this, should be communicated as soon as possible to the special
needs teacher.

Text/Audio Narration

Title: Special Needs Students

Scene: Assessment

Skill or Concept: Comprehension

Animation (yes or no): No

If Yes, then display:

Wrong answer.
This could lead to a
dangerous outburst
and result in injury to
the student or others
in the vicinity.
If No, then display:
Right! Touching a
special needs
student could lead
to a dangerous
outburst and result
in injury to the
student or others in
the vicinity.

Text/Audio Narration

Slide number: 6
Graphics (yes or no): yes

Audio (yes or no): No

Assessment
Question 1: Should a non special needs teacher ever touch a special needs student in a nonemergency circumstance?
Yes or No

Title: Special Needs Students

Scene: Assessment

Skill or Concept: Comprehension

Animation (yes or no): No

If True, then display:

Correct!
If False, then
display:
Wrong. This is a
true statement.

Text/Audio Narration

Slide number: 7
Graphics (yes or no): yes

Audio (yes or no): No

Assessment
Question 2: The maturity level of a special needs student is usually significantly higher than
their academic grade level.
True or False

Title: Special Needs Students

Scene: Assessment

Skill or Concept: Comprehension

Animation (yes or no): No

If True, then display:

Wrong! The rule of
thumb is if the
behavior is
inconsistent with
what would be
expected of an
independent adult.
If False, then
display:
Correct. This is an
false statement.

Text/Audio Narration

Slide number: 8
Graphics (yes or no): Yes

Audio (yes or no): No

Assessment
Question 3: The rule of thumb for behavior to be reported to the special needs teacher is if
someone gets injured.
True or False