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ESE 101 Jillian Schreffler, M. Ed. Jaime Best M.S.Ed.

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Presentation on theme: "ESE 101 Jillian Schreffler, M. Ed. Jaime Best M.S.Ed."— Presentation transcript:

1 ESE 101 Jillian Schreffler, M. Ed. Jaime Best M.S.Ed.
University of Central Florida Exceptional Education Doctoral Students

2 Who Are We? Jillian Jillian

3 Who Are We? Jaime Jaime

4 Jaime PERSON FIRST LANGUAGE
Impact of how teachers see and talk about their students on how the students see themselves.

5 Person-first language
The autistic boy is in my class. The boy with autism is in my class. Chris has autism and he is in my class.

6 What are they? Who can have one? How do IEPS AND 504s differ?
IEPs and 504 Plans What are they? Who can have one? How do IEPS AND 504s differ? Jillian

7 Individualized Education Programs
IEPs Individualized Education Programs Individuals with Disabilities Education Act (IDEA) Two rules for eligibility Jillian Rule 1: You must have an identifiable disability: (e.g., LD, ADHD, emotional disorders, cognitive disorders, ASD, hearing impairments, visual impairments, speech/language development, developmental delay) Rule 2: You must not be making progress compared to your peers of grade/age level

8 Section 504 of the Rehabilitation Act of 1973
504 Plans Section 504 of the Rehabilitation Act of 1973 Providing accommodations Jillian Fall under General Education- NOT special ed. (not IDEA) IF business (eg, schools) federally funded, have to follow 504- need assistance/accommodations to access curriculum- does NOT meet rules 1 and 2 of IEPs

9 Accommodations vs modifications
change how a student learns the material. help kids learn the same material and meet the same expectations as their classmates. Modifications changes what a student is taught or expected to learn. Kids who are far behind their peers may need changes, or modifications, to the curriculum.  Jillian Do activity here Accommodations: Extended time, frequent breaks, changes in classroom, preferential seating, manipulatives, graphic organizer, pre-teaching Modifications: Specialized curriculum, simplified tests, different grading standards, testing adaptations

10 Reinforcement and Consequences
Behavior Management Build relationships Reinforcement and Consequences Jaime Building relationships: Golden Rule: ”treat people the way you want to be treated.”, know your students, Listen to your students, don’t be afraid to use humor. Personal Inventory. Real person. Reinforcement: determine what student’s interests are and have the student/students work towards earning that goal. Show the students it pays to behave

11 Setting the Stage Classroom rules Schedule and routines
Clear expectations Jaime Rules and routines: restroom policy, leaving the classroom, walking in line, how to get attention, e Many times people focus to much on consequences. Don’t forget about reinforcers!

12 Classroom Management TOOLS
Jaime award points during classroom discussions, creating custom awards for students who demonstrate related skills, such as “uses evidence in argument.” GREAT TOOL TO PROVIDE DATA DURING IEP MEETINGS. Classroom/ management strategies: Catch the student doing good. Motivating activities (provide choices). Schedules and visual supports important. Tone of delivery,

13 Classroom Management: Organization
Jaime Checklists for packing and unpacking Coming prepared to class checklist Where things go list for cubby Color coding for binders (papers and dividers) or mentioning at the end of each class where to put papers

14 Classroom Management: Organization
Jaime This is an example of organization tool

15 Classroom Management: Expect the Unexpected
Jaime Students with disabilities many react differently to unusual or unexpected events. Plan for this whenever possible so they can be successful! Uht Oh board: prepare for the unexpected Talk about what to do if schedule changes Have a plan for trouble times

16 *Instructional Approaches: Universal Design for Learning
Jillian Architecture-based CAST: Center for Applied Special Technology. Educational research/ development org. expands learning for all individuals through UDL. Goals: improve access, participation, and progress in the general education curriculum Challenges: anticipate, reduce, and/or eliminate barriers by creating flexible curricula NOT JUST FOR SWD!!!! About CAST: Founded in 1984, CAST has earned international recognition for its development of innovative, technology-based educational resources and strategies based on the principles of Universal Design for Learning (UDL). CAST staff includes specialists in education research and policy, neuropsychology, clinical/school psychology, technology, engineering, curriculum development, K-12 professional development, and more. By defining UDL and exploring its practical applications, CAST is pushing the boundaries of education research, practice, and policymaking UDL is designed to improve access, participation, and progress in the general education curriculum UDL challenges teachers to anticipate, reduce, and/or eliminate barriers by creating flexible curricula

17 Expression Representation Engagement *Multiple Means of : Jillian
Expression: Flexibility in the way students demonstrate understanding More ways to demonstrate learning Representation: Flexibility in the way information is presented More ways to access Engagement: Flexibility in the way students are engaged in what they are learning More ways to participate

18 *UDL Premise Curricula should consider student
Barriers to learning Students are NOT the problem Accessibility for ALL Curricula should consider student differences at the outset… as opposed to retrofitting existing instructional plans. (Meyer & Rose, 2005) Jaime Barriers occur as diverse learners interact with curriculum (e.g., nonreaders working with text) The curriculum, instruction, and assessment are the problem, NOT the students Accessibility is a broad construct that includes physical, cognitive, social, and cultural influences Curricula should consider student differences at the outset… as opposed to retrofitting existing instructional plans (Meyer & Rose, 2005)

19 *Brain Networks Recognition Strategic Affective
What of Learning – we can identify and understand information or concepts “WHAT is this?” Strategic How of Learning –we can plan, execute, and self-monitor “HOW am I going to do that?” Affective Why of Learning –we can engage in learning as we make it important to ourselves “WHY should I do this?” Jillian UDL enhances instruction by supporting primary neural networks in the brain: What? receive and analyze How? allow individuals to plan and carry out activities Why? Motivation and establishing priorities

20 *Resources Brain Pop – www.brainpop.com CAST – www.cast.org/udl
National Center on UDL – Graphic Words – Virtual Field Trips - trips Kahn Academy – Classroom Management strategies Building relationships 88/ArticleID/392/Developing-Relationships-with-Difficult-Students.aspx Jaime Could we preview some of the best resources?

21 Other Ways to Work with ESE Teachers
Collaboration Support Facilitation Co-Teaching Jillian

22 Co-Teaching vs. Support Facilitation
Co-Planning Co-Instruction Co-Assessing Support Facilitation Co-Planning OR Co-Instruction OR Co-Assessing Jillian

23 How Can We Work Together?
Take Time to Talk Make a Plan Debrief Jillian

24 What Should They Learn? Few Some All Jillian

25 Planning Activity Think of a skill you want to teach your students….
Complete the learning pyramid. Jillian

26 Building Relationships

27 Closing

28 Contact Information Jillian Schreffler: Jaime Best:

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