The Inclusive Classroom: Strategies for Effective Differentiated Instruction By Margo A. Mastropieri Thomas E. Scruggs Blanche Jackson Glimps, Contributor The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed, Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014,2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

Teaching Students with Lower-Incidence Disabilities Chapter 4 The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed, Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014,2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

Objectives Describe the prevalence and characteristics of students with physical disabilities and other health impairments. Describe the prevalence and characteristics of students with autism. Describe the prevalence and characteristics of students with severe and multiple disabilities. Describe the prevalence and characteristics of students with visual impairments. Describe the prevalence and characteristics of students with hearing impairments. Describe adaptations and modifications to promote inclusion of students with lower-incidence disabilities. The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed, Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014,2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

Lower-Incidence Disabilities Less common in schools Cover wide range of disabilities Can be present at birth (congenital) Can be acquired (adventitious) Some have severe disability, others mild Some are temporary, others permanent, or life-threatening The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed, Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014,2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

Physical Disabilities and Other Health Impairments 1.0% of the school age population (.1% physical) (.9% other health-related) or 10.9% of students served under IDEA Orthopedic impairments Damage to the skeletal system Neuromotor impairments Damage to the nervous system Terminology Quadriplegia (both arms and legs impaired) Paraplegia (legs are impaired) Hemiplegia (either the left or right side of the body) Diplegia (both legs are involved more than the arms) The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed, Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014,2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

Other Health Impairments Physical or medical conditions resulting from diseases or illnesses Great variability in severity level Some improve over time, others permanent Some examples include: Cancer Acquired immune deficiency syndrome (AIDS) Allergies Asthma Fetal alcohol syndrome The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed, Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014,2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

Physical and Health-Related Disabilities Cerebral Palsy Spina Bifida Muscular Dystrophy Traumatic Brain Injury Epilepsy Arthritis Asthma and Allergies Diabetes Fetal Alcohol Syndrome Acquired Immune Deficiency Syndrome (AIDS) The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed, Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014,2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

Classroom Adaptations Prepare the class Monitor medical guidelines Be aware of medication Plan for fatigue Establish emergency procedures Plan for seizures Moving and positioning students Adapt for chronic medical conditions Dealing with terminal illness The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed, Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014,2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

Additional Classroom Adaptations Adapt the physical environment Arrange the classroom to meet the mobility requirements Adapt instructional materials Assistive technology Adapt instruction Instructional support Wait time Peer assistance Adapt evaluation The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed, Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014,2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

Autism A disorder characterized by impairments of social, emotional, and intellectual functioning .3% of school-age population, or 3.7% of students served under IDEA Typically identified before age 3, although some symptoms may appear later Prevalence appears to be increasing, although reasons are not clear The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed, Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014,2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

Autistic Spectrum Disorders Autism is often used as a generic term for a broad group of five related categories that all fall under the umbrella of autistic spectrum disorder. Rett’s disorder Childhood disintegrative disorder Asperger’s syndrome Autistic disorder Pervasive developmental disorder The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed, Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014,2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

Communication Strategies Establish effective communication Sign language Augmentative or Alternative Communication is important PECS- Picture exchange communication system teaches students to use pictures and symbols to communicate Apps developed for tablets such as iPad The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed, Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014,2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

Strategies Direct Instruction Applied Behavior Analysis Small group or one-on-one structured, teacher-directed lessons, with direct questioning and response, teacher feedback and praise, careful monitoring of progress Applied Behavior Analysis Use of reinforcement for appropriate behaviors and careful documentation of behaviors Develop Social Competence Social stories Simple sentences and pictures to demonstrate the desired social behavior The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed, Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014,2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

Severe and Multiple Disabilities Individuals with moderate, severe, and profound disabilities represent about 15% of all individuals with intellectual disability, .12% of the school age population and 1.3 % of students served under IDEA Multiple disabilities refers to the presence of two or more impairments that significantly influence an individual’s ability to learn and function without adaptations Individuals with multiple disabilities represent about .20% of school age population and about 2.2% of students served under IDEA Placements is usually determined by the case conference team and depend on the priorities for the student, their strengths, and needs The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed, Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014,2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

Classroom Adaptations Establish good working relationships with paraprofessionals and others who work with the student Increase disability awareness for your students Conceptualize inclusive instruction Focus on activities that can be engaged in by all students Differentiate instruction Engage in “curriculum overlapping” Monitor special health care needs Adapt instructional delivery Make classroom adaptations The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed, Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014,2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

Visual Impairments Students with visual impairments make up one of the smallest disability areas or about .04% of the school age population and .4% of students served under IDEA Range from mild to moderate to severe Legal definition includes acuity assessment information Educational definition linked to learning to read Individuals are legally blind if their visual acuity is 20/200 or less even with corrective lenses This means a person sees something at 20 feet that a person with normal vision sees at 200 feet Partially sighted if their visual acuity is 20/70 Person can see something at 20 feet that a person with normal vision sees at 70 feet The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed, Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014,2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

Educational Definition of Visual Impairments Based more on the method necessary for learning to read. Many individuals classified as legally blind have some vision and can learn to read using enlarged print Often referred to as students with low vision Others are totally blind and learn to read using the Braille system or by ear using audiotapes The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed, Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014,2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

Causes Can be present at birth or acquired later in life Common causes include Glaucoma Cataracts Diabetic retinopathy Coloboma Retinitis pigmentos Retinopathy of prematurity The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed, Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014,2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

Characteristics Delayed language development due to restriction of visual experiences May rely on the tactile and auditory senses Students may miss opportunities for learning incidentally and need to have information presented in alterative formats Some may engage in repetitive behaviors Mobility skills vary depending on many factors The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed, Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014,2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

Strategies Adapt the physical environment Adapt instructional materials Enlarge and enhance printed materials Use assistive technology Convert print to Braille formats Use oral output devices Use Descriptive Video Service Use tactile and three-dimensional mode Adapt instruction Be explicit when giving oral presentations Allocate sufficient time to complete tests The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed, Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014,2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

Hearing Impairments .1% of the school age population and 1.2% of students served under IDEA Range from mild to moderate to severe to profound Greatest educational distinction between hard of hearing and deaf Hard of hearing hear speech tones when wearing hearing aids Persons who are deaf cannot hear even with hearing aids The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed, Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014,2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

Types Prelingual Postlingual Types Children who are born deaf More difficulty with language development Postlingual Acquire deafness after age 2 Types Conductive impairment- damage to outer or middle ear Sensorineural- inner ear damage Can be a combination of the two The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed, Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014,2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

Identification Pure tone audiometers are used to assess hearing ability Levels of hearing are classified along a continuum Slight hearing losses (27-40 dB) may not have difficulty in most school situations Mild losses (41-55 dB) may miss up to 50% of classroom discussion if voices are faint or faces cannot be seen Moderate losses (56-70 dB) can understand only loud speech, and may have limited vocabularies Severe losses (71-90 dB) may be able to hear loud voices within 1 foot of the ear Profound losses (>90 dB) may hear some loud sounds, sense vibrations, and may rely on vision rather than hearing The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed, Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014,2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

Causes Heredity Prenatal infections such as maternal rubella Ear infections Meningitis Head trauma Prematurity Oxygen deprivation during birth The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed, Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014,2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

Characteristics Many children with hearing impairments have: Academic and cognitive deficiencies Developmental lags due to difficulties processing language Feelings of isolation in inclusive classes due to less interaction between individuals who are deaf and those with typical hearing The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed, Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014,2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

Educational Programming Ongoing debate concerning the best approach for teaching Total communication-involves using both oral and manual methods Oral approaches-eliminates any manual components used in total communication Sign language or manual approaches-maintains the unique culture of the deaf Cochlear implants Signing systems American Sign Language Fingerspelling Signing Exact English The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed, Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014,2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

Strategies Adapt the physical environment Adapt instructional materials Use technology including FM systems Use visuals Use language cards Adapt instruction Connect new knowledge to real world experiences Reiterate major points and provide outlines Use hand signals or devise a signaling system Use a “listen, then look, then listen” sequence of instruction Repeat information Plan for interpreters Work with family members Adapt evaluation The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed, Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014,2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.