Bellwork You’re a teacher who will be getting a student with special needs. What are some ways you would consider in assisting the student to transition smoothly from middle school to high school? Be ready to discuss

Chapter 16: Teaching Students with Special Needs in Secondary Schools Presented by: Shana A. Iguel

Norms Cell phones on silent Active participation Use teacher and counselor voices Have fun learning!

SLO’s… At the end of this class, students will be able to…  Determine the curricular needs of students  Identify the need for transition planning  Understand the collaborative role of a special education teacher

Warm-Up Activity 1.Pick a colored paper from the presenter 2.Group up with the individuals with the same colored paper as you 3.Wait for further instructions

Special Education Curriculum in Secondary Schools The high-school curriculum for students with disabilities must be comprehensive. It must: –Be responsive to the needs and interests of individual students –Facilitate maximum integration with nondisabled peers –Facilitate socialization –Focus on the students’ transition to postsecondary settings.

Determining Curricular Needs of Students The curriculum of any student should be based on:  An appraisal of desired long-term outcomes  An assessment of current needs  Selected objectives to meet the individual needs of students

The Need for Transition Planning The transition component of the IEP should focus on academic and functional achievement:  Development helps individuals and their families focus on the future  Building a bridge to further vocational training  Community or 4yr college education  Obtaining job employment  Living independently as possible in a community. Every student’s ITP will be tailored to individual needs to be successful.

Programs for Students with Disabilities in Secondary Schools Peer Support Program SpEd Program (GenEd and SpEd Personnel) IEP Team Members –GenEd Teacher –SpEd Master Teacher –Parents –Counselor –Therapist (if any) –Teacher Aide (if any)

Explanations of unsuccessful objectives between GenEd teachers, SpEd personnel, and the students themselves: Lack of communication between SpEd personnel and classroom teachers Discrepancies between the expectations of classroom teachers and the abilities of students Students’ lack of understanding about the demands of the classroom Classroom teachers’ lack of understanding about students with disabilities SpEd personnel’s lack of knowledge about working with classroom teachers School policies that are inflexible

Collaborative Role of General Education Teachers Assume the responsibility for teaching content in particular classes or subject areas Managing the classroom environment Providing instruction at an appropriate level and pace Using an appropriate curriculum Evaluating student success Modifying instruction as appropriate Teachers prefer to present new information to students using a technique that they feel confident implementing, one that compliments their own strengths & preferred learning style Teachers need to expand their instructional strategies as needed by individual students to differentiate the learning environment, the content, the techniques used to introduce new information Must remember that students have different learning styles and needs Some basic principles of good teaching apply to all students: CLOCS-RAM

Collaborative Role of the Special Education Teacher Counseling for daily crises Preparing for high- school content classes Preparing for the high-school graduation exam Preparing for postsecondary training Preparing for independent living Preparing for employment

Counseling for Daily Crises  Physical and social changes  Exposure to drugs and alcohol  Possibility of school dropout  Sexually transmitted diseases  Depression  Pregnancy  AIDS  Suicide Preparing for High- School Content Classes  Teaching students to become self-advocates  Provide ongoing support and collaboration for the student and teacher  Select contents that are based on the general education standards and relevant to their future life goals

Preparing for the High-School Graduation Exam  A student’s schedule can be adjusted to include one period a day of Tier II or Tier III level of instruction.  SpEd teachers along with classroom teachers have 2 roles regarding the high-school graduation exam:  They are obligated to help the student prepare for the exam  May choose to focus on convincing the student and parents that time could more appropriately be spent on developing functional skills rather than on preparing for the graduation exam. Preparing for Postsecondary Training  Teachers need to inform students about future employment trends and help them select a realistic career with employment potential.  Ideas that are helpful in preparation for postsecondary education are summarized by Schloss and colleagues (2007) on page 508.  Services may be provided for SWD under the Sec 504 of the Rehab. Act of 1974:  Tutors  Notetakers  Books on tape  Tape recording class  Etc… more on pg 509

Preparing for Independent Living  Use published materials to guide instruction in the following areas:  Managing personal finances  Maintaining a home  Employment  Transportation  Self-confidence & self-esteem  Etc…  Creative teachers will use community resources and getting materials from the following sites for developing their own program:  Banks  Libraries  Restaurants  Local court house  Etc.. Preparing for Employment  Teachers must be sure that SWD can communicate their interests, strengths and limitations to others  Encouragement and development of self- determination & self- advocacy.  Teaching students the necessary skills for vocational success.  Inclusive vocational and technical programs  Benefits of these programs:  Work-study programs  Community-based learning opportunities  Business apprenticeships  Technical and trade school programs

Activity Time! 1.Find a partner 2.Choose who will be the counselor and who will be the client/student 3.Wait for further instructions…

Methods to facilitate success for students with special needs in the general education classroom.  Scientific Research- Based Teaching Strategies  Adaptations: Accommodations and Modifications  Homework, Grading, and Testing  Study Skills and Learning Strategies

Scientific Research-Based Teaching Strategies  An effective teacher is constantly monitoring students to confirm that learning is occurring.  When students demonstrate a lack of understanding, a contingency plan must be available to differentiate according to need. Adaptations: Accommodations and Modifications  Development of A & M should be a collaborative effort involving GenEd teacher, SpEd teachers, students, and parents.  Adaptations should be designed to offer the least amount of alteration of the regular programming that will still allow the student to benefit from the instruction. This provides SWD a realistic sense of their abilities and limitations  Modifications designed must be made to prepare the individual for a future job or postsecondary training and should reflect on real conditions presented in their future environments.

Homework  Management considerations  Assignment considerations  Student considerations  Parental involvement Grading  Guidelines for grading are based on Section 504 and Title II of the ADA, and are the interpretation of Office of Civil Rights (OCR).  Always communicate grading guidelines to parents.  Provide progress reviews often so there is no surprise when grades are distributed. Testing Teachers can address problematic issues for testing for students with disabilities Additional techniques can be used to adapt measurement instruments and assessment procedures For students to be successful on tests, they will need to learn individual test-taking and organizational strategies Study Skills and Learning Strategies  Preparing to study  Studying in the content areas  Following up after studying

Activity Time! WHO WANTS T O BE A MILLIONAIRE ?

Wrap-Up Did we…  Determine the curricular needs of students?  Identify the need for transition planning?  Understand the collaborative role of a special education teacher?

Thank you all and Have a wonderful summer!