What is the learner profile and how will you build it?

Douglas Frederick—Learner Profile Learning how to analyze strengths and need

Agenda for tonight In class… Activity-Profiling with Douglas Frederick In your instructor groups and teams… Work on case profiles, keep writing, editing.5:15pm Review of Writing 6pm Review Draft 1 Check list Peer Review (identify areas for feedback) Revise 7pm Test Prep/Practice (across instructor groups) 7:30 pm

Frederick, Douglas Read Douglas’s background information. Take note of anything that might impact his academics. Think in terms of strengths and needs. On your post-it write a guiding question. DO NOT READ THE SUMMARY YET. Have students pull out Frederick Douglas Packet— Also have them pull out profile page We will begin to profile on white board together

WJ-Printout Go through the score print out and highlight above and below average scores. 116-130-Above average, >130 significantly above average 85-115 Average; 85=low average; 115=high average 70-84 Below Average; <70 sig. below average We will do this first for cognitive processing, then for achievement.

Thinking about how tests make up clusters, WHAT SKILLS does Douglas have strengths & needs in. When we write into our profile page we will go by cluster. Use test numbers and scores as reminders.

Consider Now, look at ALL the scores—in the appendix. Think about Douglas’s background and everything you know about skills and scores. What do you think is going on? Do you think he FITS THE PROFILE of a child with a disability? If so, what?

Eligibility Categories that make the child eligible for services if affect education: Autism (including Asperger’s Syndrome and Pervasive Developmental Disorder) Deaf-Blindness Deafness Emotional Disturbance (including psychiatric disorders): Attachment disorder, Obsessive Compulsive Disorder, Depression, Bipolar Disorder, Oppositional Defiant Disorder, Anxiety Disorder Hearing Impairment Intellectual Disability (MR) Multiple Disabilities Orthopedic Impairment Other Health Impairment (e.g., ADHD, epilepsy, sickle cell anemia, and Tourette's syndrome) Specific Learning Disability Speech/Language Impairment Traumatic Brain Injury Visual Impairment

Decision Time Overall, Douglas’s pattern of difficulties fit the profile of a child with…

IEP-possible services Services available to students with disabilities Goals/objectives Support services Special Education Resource Social work/counseling Speech and language Occupational therapy Physical therapy Transportation Accommodations Addressing unique learning styles and needs Addressing behaviors Functional Behavioral Analysis (FBA)/Behavior Intervention Plan (BIP) Placement in LRE Accountability Section 504 Accommodations Plan provide accommodations only

504 Plan- possible accommodations Structured learning environment (e.g., preferential seating) Repeated or simplified instructions Behavior management or intervention strategies Modified testing procedures- small group; oral testing; extended time; test read to student Tape recorders, spell checkers, calculators, computers, word processor, etc. Modified or adjusted homework, workbooks, second set of textbooks Textbooks on tape

Family Consultation Strategies for obtaining services: RtI followed by Case Study; OR obtain outside, private evaluation (that’s us) Outside consultants sometimes encourage families to include evaluator in school meetings, particularly if: School staff is not supportive of providing services Evaluators can make recommendations for classroom accommodations and school services Disputes (e.g., Conducting case study evaluation, eligibility, IEP content, and complying with the IEP) are adjudicated in a Due Process hearing

Help families understand that… Soft strategies for obtaining services Evaluations Education Participation of experts Compromising Hard strategies for obtaining services Due process hearing, including mediation Educators may not fully understand emotional and sensory issues Do not recognize disability when appearance is that of a typical student Assume volitional conduct when student is bright Verbally and physically aggressive students least likely to receive services Withdrawn and disengaged students are commonly ignored

Family Consultation Tips Give the caregivers a constructive place to vent Remind caregivers that the focus is the child, not a position or “principle” They should not try to intimidate school staff members, which takes the focus off the child Rehashing the past is not helpful to the child and should be left for litigation Burned bridges must be repaired Some school staff are much more child-centered than others Educators may need educating about disabilities Higher grade levels mean less flexibility Higher grade levels mean more punitive approaches to problem behaviors, absences and failure to complete work Non-school etiology (e.g., dysfunctional family) does not mean that the child does not have a right to services

Start your own research! For next class… Start your own research! Watch Video Lecture on Researching Disabilities Two Readings are Due 1) Compton 2012- Cognitive and Academic Profiles of Reading and Mathematics LD 2) Bedford & Hollinger (2006) PRACTICE YOUR TESTS! Due Draft 1