Special Education 547 Unit Three Curricular and Assessment Issues Kevin Anderson Minnesota State University Moorhead 2006

Identifying Curricular Needs Organizational and Independent Work Skills/Motor Skills Checklist Curriculum-based measures Standardized assessments

Considerations for Assessment Early Childhood  Setting  Supports Staff Teachers  Activities  Peer interactions Case Example

Considerations for Assessment Elementary  Grade level  Building philosophy  Supports Peers Staff teachers  Curricular expectations Case Example

Considerations for Assessment Middle and High School  Grade level  Placement and supports  Future interests  Level of independence Case example

Assessment Identification of disability Educational placement Curricular expectations Curricular barriers General management skills Maintaining pace with peers

AT Topics Discussion on practicum projects  Case reviews  Project reviews Review of chapter readings  Instructional techniques  Rationale for AT  AT options

Early Childhood Early childhood AT considerations  ECSE issues  Age-specific needs  AT needs Communication Literacy Computational

Instructional Adaptations Assessment and instruction Identifying adaptation needs  Personal independence  Recreation and leisure  Curricular Selecting adaptations Training and evaluation

Assessment and Instructional Techniques Tools  Discrepancy analysis  Task analysis Prompting systems Learning strategies Demonstration Model

Personal Management Hygiene skills Eating and toileting skills  Alternative methods Tube feeding Catheterization Colostomy care  Independent cares

Personal Management Dressing  Instructional techniques  Adaptations Home care and management  Adaptations  Environmental control Community-based instruction  Barriers  Self-advocacy

Curriculum Considerations Assessment Identification of priority needs Impact on core curriculum Designing program Instruction techniques

Assessment Discrepancy analysis  Task analysis  Observation of performance  Record of performance error’s  Determining instructional approach Direct instruction Use of adaptations Alternative methods

Instruction Prompting systems Learning strategies Demonstration model Response prompts

Personal Care Management Issues regarding feeding and respiration Issues regarding personal cares Impact on educational program Personal and social development and awareness Progress towards independence

Feeding and Respiration Terms  Feeding  Swallowing  Aspiration Considerations  Feeding skills  Feeding utensils  Positioning  Swallowing  Respiratory and gastrointestinal factors  Nutritional requirements  Oral and pharyngeal activity

Impacting Conditions Prematurity Upper airway obstruction/anomalies Congenital defects Traumatic injury Neurological conditions

Impact on Learning Nutritional intake Development and maintenance of teeth and gums Sensory stimulation Communication and personal/social skills Security and attachment

Typical Development Oral-motor skills related to feeding  Rooting response  Automatic phasic bite-release pattern  Gag response  Bottle drinking Sucking suckling  Spoon feeding  Cup drinking  Solid foods Bite Munch Rotary jaw movements

Typical Development Respiratory development  “Belly breathing” through most of first year  Develops coordination with movement, feeding and swallowing, and communication  Increased abdominal control, stability of shoulder girdle, expansion of rib cage - leading to abdominal thoracic breathing Respiratory coordination with oral/pharyngeal activity in feeding and swallowing  Postural control  Physical growth  Skeletal changes in alignment  Sensory experiences  Respiratory function

Essential Components Feeding  Upper airway protection  Gag response  Lower respiratory system function  Oral-motor skills Sound production  Coordination with movement and respiration  Emotional state  Lips, tongue, teeth  Imitation  Basic needs  Interaction

Dysfunction in Feeding Impact of tone Atypical movement patterns for example…  Upper body hyper-extension leading to jaw thrust and retraction  Asymmetry leading to retraction and deviation to side  Tongue retraction leading to tongue thrust Decreased sensory experiences

Dysfunction in Respiration Impact of tone Compensatory patterns for example…  Low tone leading to thoracic retraction  High tone leading to elevation and internal rotation of shoulder girdle Decreased respiratory function  Impacts feeding and swallowing, compromising safety  Interferes with phonation

Evaluation Process Conducted by specialists who are knowledgeable in typical and atypical development Oral-motor structures Feeding and swallowing skills Respiratory coordination Body systems Monitored by educational team  Oral sensory needs  Nutritional needs  Medication impact  Positioning and handling issues

Considerations for Consultant Postural control and movement Sensory stimulation Respiratory function Positioning Methods of liquid intake Use of utensils for solid food intake Biting and chewing Drooling Sound/speech production Communication

Considerations for Intervention Establish goals and objectives for student performance Determine adaptations and strategies for intervention Ensure proper training Introduce interventions outside of actual “mealtime” or informal feeding opportunities Oral hygiene

Considerations for Intervention Use of positioning and handling Selection of utensils Selection of food and liquids  Consistency  Texture  Taste  Nutrition Preparatory activities  Facial and oral tactile sensitivity  Facial and oral preparation  Incorporating into normal routines

Considerations for Intervention Direct intervention techniques  Oral control  Cup drinking  Spoon feeding  Solid foods Respiratory coordination  Preparatory activities of oral-motor structures  Neurodevelopmental treatment of trunk and extremities

Personal Cares Self-care skills  Hygiene  Eating and toileting  Dressing  Use of adaptations Home management skills  Kitchen skills  Housekeeping  Use of technology Community-based skills  Transportation  Access to facilities  Barriers Recreation and leisure opportunities

Hygiene Personal and family values Impact of disability Areas of care  Hand washing  Face and body washing  Hair care  Oral hygiene  Personal hygiene

Eating and Toileting Typical development Impact of disability Independent skills Training methods Alternative methods  Tube feedings  Catheterization  Colostomy care  Independent care versus adult assistance

Dressing Typical development Impact of disability Motivation and preferences Use of adaptations

Recreation and Leisure Opportunities Impact of Section 504 and ADA Physical access versus program or service access Role of DAPE teachers Terms  Recreation  Leisure

Physical Education “Physically educated”  Skills necessary to participate in physical activity  Level of physical fitness  Appreciation of physical activity  Physical activity for enjoyment and health “Physical education”  Physical and motor fitness  Fundamental motor skills  Special PE, APE, movement education, and motor development

DAPE Modeled after regular PE program with necessary adaptations for success Challenging Consideration of life-long needs Integration with non-disabled peers Individualized selection of activities

Collaboration Assessment of motor abilities Prioritizing needs Anticipation of future environments Consideration of extracurricular activities Developing plan, including goals and objectives, placement, activities, and adaptations

Leisure and Recreation Education Personal preferences Non-competitive nature Not only fitness-related Domain-based  Creative  Science and technology  Nature  Sports

“Work” Directing physical and mental effort toward the achievement of something productive  Competitive employment  School work  Daily living  Personal growth  Leisure opportunities

Barriers to Employment Need for extra support Complexity of physical and medical needs Low level of self-determination Limited social experiences

Essential Characteristics Self-reliance Self-evaluation Self-adaptability Self-determination

Self-reliance Psychological coping Physical capacity and stamina Mobility Communication Bathroom use Eating and drinking

Self-evaluation Self-awareness  Interests  Preferences  Strengths  Needs Standard  What is expected  How skills compare to others  Where improvement is needed

Self-adaptability Depending on one’s ability to make choices and manage their own behavior Demonstration of ability and judgment Adaptability Model  Decision making  Independent performance  Self-evaluation  Autonomy

Self-determination Self-determined Learning Model of Instruction  Encourages students to “become causal agents in their lives”  Educational supports are described Characteristics  Self-awareness  Problem-solving skills  Pride  Striving for independence

Life-Span Transition Education Four stages of career development  Awareness  Exploration (Occupational Outlook Handbook)  Preparation  Placement/follow-up and continuing education Three career education curriculum areas infused with above  Daily living skills  Personal-social skills  Occupational skills

Preparation and Training Train to job interest Train for the environment Find a mentor from job interest Work on enhancing skills for specific job interest Train for accessing help when needed Train for job market

Preparation and Training Train for critical skills Train in community settings Use instructional strategies Train for independence Prepare before graduation Coordinate with community supports

Transition From School To Employment Assessment of abilities/job skills Record of experiences Inventory of interests Selection based on meaningful job opportunities Necessity of job