1. Disability Awareness and Accommodations

2.  Autism  Deaf-Blindness  Deafness  Emotional Disturbance  Hearing Impairment  Intellectual Disability  Multiple Disabilities  Orthopedic Impairment  Other Health Impairment  Specific Learning Disability  Speech or Language Impairment  Traumatic Brain Injury  Visual Impairment  Development Delay

3.  Objective – Teachers will be able to identify classroom strategies and accommodations to use with different disabilities in their classrooms.  Agenda -  Accommodations / modifications  IEP vs 504  Strategies – Autism, LD, ADHD  Review Strategies

4. Accommodation Environmental Change, Teaching Strategies ⇒ Seating, Room Set-up, Minimize Distractions. ⇒ Multiple Intelligences, Organizers, Pre-Teaching ⇒ Highlighting, Computer, Braille, Large Print, Taped Text ⇒ Shortened Assignments, Types of Notes ⇒ Reinforcement, Tutoring ⇒ Length of Test, Question Type ⇒ Extended time, frequent breaks, Modification Lower the level of material. ⇒ Materials are adapted, texts are simplified by modifying the content areas—simplifying vocabulary, concepts and principals. ⇒ Grading is subject to different standards ⇒ Assignments are changed using lower level reading levels, worksheets and simplified vocabulary. ⇒ Testing Adaptations are used, such as lowering the reading level of the test.

5.  IEP Defined The Individualized Educational Plan (IEP) is a plan or program developed to ensure that a child who has a receives specialized instruction and related services.  504 Plan Defined The 504 Plan is a plan developed to ensure that a child who has a disability receives accommodations that will ensure their academic success and access to the learning environment.

8. 5 - VOLUNTEERS  Person #1 – Person with Autism  Person #2 - Personal Space  Person #3 – Sensory Overload (Sound)  Person #4 – Sensory Overload (Touch)  Person #5 – Teacher / Group Leader How does group work feel?

9.  Provide Visuals and Sequence of Steps when teaching.  Provide Personal Space or relief from stimulation  Be Specific with reinforcement and critique.  Always give warning of change coming in schedules and routines.  Never use Figurative Language to a person with autism.  Teach Social Situations explicitly.

11. “ ehT kcalb tac tas no eht toh nit foor” The black cat sat on the hot tin roof.

13.  Provide Direct Instruction when teaching concepts.  Provide Learning Strategies or short cuts when possible.  Plan Multi-Sensory activities into your lessons.  Chunk lessons, tasks, and assignments.  Always use Visuals to help process information.  Always give Intensive Practice and checks for Understanding.

15.  Provide Preferential Seating during whole group instruction.  Provide Space around the student to get up or move in seat.  Plan Secret Cues between you and the student.  Reward good behavior, use behavior plans.  Allow use of Fidget Items to student.  Always give Active Learning when possible  Teach Organizational Strategies.  Prove Checklists/Agendas so students have a reference on where you are in case they get behind.

16.  What strategies did we learn about?  What strategies were used in this power point that we have not discussed?  What might you try?  Remember this…