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

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

3. 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

4. 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

5. WJ-Printout
Go through the score print out and highlight above and below average scores.
Above average, >130 significantly above average
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.

6. 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.

7. 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?

8. 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

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

10. 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

11. 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

12. 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

13. 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

14. 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

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