Working as a Team to Support Students Clearfield Area School District Authors: Tom Mohney Brittany Bowers Director of Special Education Learning Support Instructor

The Focus Understanding the Least Restrictive Environment. Getting to know our students with exceptionalities. “The Team” Defining the team, roles and responsibilities. Specially Designed Instruction Adaptations vs. Accommodations Behavior and Classroom Management. The Focus

Least Restrictive Environment LRE

LRE Defined Least Restrictive Environment (LRE) is the requirement in federal law that students with disabilities receive their education, to the maximum extent appropriate, with nondisabled peers and that special education students are not removed from regular classes unless, even with supplemental aids and services, education in regular classes cannot be achieved satisfactorily. [20 United States Code (U.S.C.) Sec. 1412(a)(5)(A); 34 Code of Federal Regulations (C.F.R.) Sec. 300.114.]

Beginning with the End in Mind… The ultimate goal is for all students to participate fully within the general education curriculum. What does this mean? We begin with how the student could be successful in a fully inclusive environment. Conclusions regarding the least restrictive environment should be student centered, as well as, based off of a consensus between the team.

“Whole Child” A child should not be defined by his or her specific area of exceptionality; decisions should be made based on the child as a whole. When deciding the least restrictive environment, it is important to look at the “whole child”. “Whole Child” Academic, Social, Physical, Emotional, and Behavioral needs.

Models of LRE When identifying the needs of a student, there are three models that aid in achieving the least restrictive environment or LRE that is best for the individual child. Full Inclusive Model Integration Model Mainstreaming Model Reversed Mainstreaming Model

Full Inclusive Model In a Full Inclusive Model, the student participates fully within the general education curriculum. He or she would participate in their general education classroom 100% of the time; while, receiving support from the team. Although students may be taken out of the classroom for specialized services such as Speech and Language Pathology, Physical Therapy, or Occupational Therapy, the student receives 100% of his/her curriculum instruction within the general education classroom.

Integration Model An Integration Model focuses on giving the child the most interactions with non-disabled peers possible throughout the school day. Through the Integration Model, the student participates within the general education curriculum, as well as, receives instruction from the general education environment; while, also participating within the learning support, autistic support, emotional support, or life skills programs.

Mainstreaming Model Through the Mainstreamed Model, the student has the opportunity to participate with non-disabled peers in ongoing activities of the general education classroom, school wide activities, daily special instruction (art, music, computer, physical education, etc.), and lunch.

Reverse Mainstreaming model Reverse Mainstreaming Model was put into place for students receiving services in a self-contained classroom or school building. Through Reverse Mainstreaming, non-disabled peers are invited into the self-contained classroom or school building, in order to provide positive social interactions.

Getting to know Our students

13 Categories of Exceptionalities Outlined in IDEA (Individuals with Disabilities Education Act) Autism* Deaf-Blindness Deafness Emotional Disturbance* Hearing Impairment Intellectual Disability* Multiple Disabilities Orthopedic Impairment Other Health Impairment* Specific Learning Disability* Speech or Language Impairment* Traumatic Brain Injury Visual Impairment *Most common areas of exceptionalities at Clearfield Area School District.

Autism --a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age 3 that adversely affects a child's educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences. The term does not apply if a child's educational performance is adversely affected primarily because the child has an emotional disturbance.

Emotional disturbance --a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child's educational performance: 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. Inappropriate types of behavior or feelings under normal circumstances. A general pervasive mood of unhappiness or depression. A tendency to develop physical symptoms or fears associated with personal or school problems. The term includes schizophrenia. The term does not apply to children who are socially maladjusted, unless it is determined that they have an emotional disturbance.

Intellectual Disability --a significantly sub-average general intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child's educational performance.

Other health impaired --having limited strength, vitality or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, that is due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, and sickle cell anemia; and Adversely affects a child's educational performance.

Specific learning disability --a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. Disorders not included: The term does not include learning problems that are primarily the result of visual, hearing, or motor disabilities, of mental retardation, of emotional disturbance, or of environmental, cultural, or economic disadvantage

Speech and language --a communication disorder, such as stuttering, impaired articulation, language impairment, or a voice impairment, that adversely affects a child's educational performance.

“The Team” “it takes a village to raise a child.”-African proverb

Federal law requires… IDEA  All students have access to the curriculum. NCLB  All students must be assessed through the district-wide and state standardized assessments.

Defining Roles #1 Referring to the Least Restrictive Environment, the team must first consider placement of a student within the general education classroom with supplementary aids, services, and modifications. #2 If a student is removed from the general education classroom for any reason, the team must identify why the removal is critical to the student’s program, and furthermore, why the less restrictive environment within the general education classroom, with supplementary aids and services, is not deemed appropriate.

Removal from the general education classroom cannot be done due to needed modification to the curriculum; therefore, the team must work together to provide the best possible free and appropriate education (FAPE). This can be created through accommodations written into the specially designed instruction (SDI) of the individualized education program (IEP), and adaptations to the general education curriculum. Accommodations and adaptations are implemented within the general education curriculum by all members of the team.

General Education Teacher Special Education Teacher Supply the Special Education teacher with input regarding student behavior, academic progress, social/emotional needs. Consult, communicate, and collaborate with the Special Education Teacher. Implement the specially designed instruction within the general education classroom. Accept support from the Special Education staff regarding adaptations and accommodations. Special Education Teacher Development of the Individualized Education Program Regularly consult and collaborate with the General Education Teacher. Advocate for the student and the appropriate specially designed instruction. Support the General education teacher within classroom.

Specially Designed Instruction

What is Specially designed instruction? Specially designed instruction is required by IDEA, for all students with exceptionalities. Specially designed instruction or SDI, refers to strategies, instructional methods, and student specific accommodations or adaptations, required in order to teach individuals with exceptionalities. SDI is determined by the general education curriculum demands, the present levels of the student, and the student specific annual standards based individualized education program goals.

Developing sdi In order to develop proper specially designed instruction for each individual student, the team must work together. The team will review all but not limited to the following: Student work Evaluation information Data Student strengths and areas of need

Differentiated Instruction Specially Designed Instruction Individualization Differentiated Instruction Specially Designed Instruction

SDI in the General Education Classroom Adaptations vs. Accommodations

Accommodations Are determined by the needs of the students. Adjustments made to the student’s learning environment. Modifications implemented in order to enhance or aid in student learning.

Adaptations Differentiating the curriculum to fit the needs of the individual student. Acclimating content to that of student ability.

EXAMPLES Accommodations Adaptations Extended time to complete lengthy assignments and assessments. Preferential seating near area of instruction. Use of a pencil grip to improve fine motor skills. Directions clarified for understanding. Allowable sections of the assessment read aloud. Adaptations Use of a math tool kit included but not limited to: calculator, number grid, clock manipulative, template. Chunking of spelling words, sight words, reading requirements. Highlighted writing pages. Highlighted textbook, or use of a reading guide. Content delivered through student level. EXAMPLES

Behavior Classroom Management

Discipline When disciplining a student with a specific exceptionality, there are two facts to take into consideration. #1 Is the exhibited behavior a result of the student’s exceptionality? *If the child’s behavior is a direct result of the student’s exceptionality, the child cannot be disciplined for that behavior. So now what do we do!?!  Redirect the behavior through a positive behavior support plan. #2 Is the behavior presented, impeding their learning and the learning of others. *If the child’s behavior is impeding learning, a positive behavior support plan must be put into place in order to redirect the behaviors.

Positive Behavior Support Plan A positive behavior support plan must be supported by data regarding the student’s behaviors. A running record of the dates, times, settings, etc. of when the behaviors take place is important in developing the plan. Before actually developing the positive behavior support plan, a functional behavior assessment, must be completed by the team. Functional Behavior Assessment: According to IDEA, a functional behavioral assessment is a complete evaluation of the individuals behavior patterns, including an analysis of any impeding behaviors. The assessment may include person-centered planning, interviews, direct observation in a variety of settings, and other in-depth evaluations of the students impeding behaviors. The purpose of the assessment is to understand why the impeding behaviors occur, when they occur, in what context, and what, if any, communicative or other purpose the behaviors have for the individual. [www.pluk.org]

Positive behavior support plan