Presentation is loading. Please wait.

Presentation is loading. Please wait.

Making Core Content Meaningful for Students with Significant Cognitive Disabilities (SSCD) JESSICA BOWMAN AUTISM AND SIGNIFICANT COGNITIVE DISABILITIES.

Similar presentations


Presentation on theme: "Making Core Content Meaningful for Students with Significant Cognitive Disabilities (SSCD) JESSICA BOWMAN AUTISM AND SIGNIFICANT COGNITIVE DISABILITIES."— Presentation transcript:

1 Making Core Content Meaningful for Students with Significant Cognitive Disabilities (SSCD) JESSICA BOWMAN AUTISM AND SIGNIFICANT COGNITIVE DISABILITIES SPECIALIST, USOE

2 Objectives  Identify how alternate standards (Essential Elements) prepare students with significant cognitive disabilities for college and career  Deliver specially designed instruction aligned with the UCS and Essential Elements

3 What is the goal of education for all students? What is the goal of education for SSCD?

4 11/3/2014

5 Who are Students with Significant Cognitive Disabilities?  These students demonstrate cognitive ability and adaptive behavior which prevent completion of the Utah Core Standards without substantial adaptations, modifications, and use of assistive technology, to acquire, maintain and generalize skills across settings.  These students can be from any disability classification. Most common are:  Intellectual Disability  Autism  Multiple Disabilities

6 Case Studies College  Vocational Training  https://www.youtube.com/watch?v=v nGL9ph8_CI https://www.youtube.com/watch?v=v nGL9ph8_CI  Rethink College  https://www.youtube.com/watch?v=a uIYOb_rptQ https://www.youtube.com/watch?v=a uIYOb_rptQ Career  Aaron  https://www.youtube.com/watch?v=D 6jkB_KNtks https://www.youtube.com/watch?v=D 6jkB_KNtks  Sarah  https://www.youtube.com/watch?v=6 N4tXcut0t4 https://www.youtube.com/watch?v=6 N4tXcut0t4 1.1b

7 The Least Dangerous Assumption  A teacher thinks a SSCD cannot learn to read, so they focus on functional sight words.  A teacher uses a variety of methods to teach a SSCD to read.  Because of a lack of adaptive skills, most instructional time is spent on functional skills such as eating, cooking and cleaning.  Instructional time is spent learning the core content with natural opportunities to teach functional skills.  The SSCD doesn’t enjoy the same activities as his/peer peers, so interaction with typical peers happens with a peer tutor.  Interaction with typical peers is planned ahead of time and happens throughout the school day.  Postsecondary options would include a group home, day habilitation program or sheltered work environment with other adults with disabilities.  Postsecondary options include a variety of options, including postsecondary education and independent living. 1.3

8 Preparing SSCD for College and Career  Academics – prior knowledge  Independence  Problem solving  Note taking  Computer skills

9 Preparing Students for College and Career “Would skills like reading for enjoyment and information, understanding of mathematical tools, basic understanding of scientific principles, understanding of history and current events, and orientation to and appreciation of the arts contribute to a satisfying adult life in supported or independent settings? Do these skills enhance participation in the community, in recreation and leisure, or in work?” (Quenemoen et al, 2010)

10 Planning for Instruction in the Essential Elements IN THE GENERAL EDUCATION CLASSROOM SETTING

11 Instructional Alignment Content Standards Instruction Assessment Drive both instruction and assessment Informed by assessment results Follows instruction

12 Understanding the Essential Elements Claims Conceptual Areas Essential Elements

13 Understanding the Essential Elements

14

15 Identify the Most Salient Content for the Student to Learn Grade-Level Standards DLM Essential Element Node Linkage Progression ELA.RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. ELA.EE.RL.3.3 Identify the feelings of characters in a story. Successor Node: Can identify how a character's actions make them feel OR can identify how the character's desires or feelings lead to an action. Target Node: Can identify the feelings of specific characters in narratives. Proximal Precursor: Student can identify the feelings of characters when explicitly stated in familiar stories. Distal Precursor: Student can identify words in a familiar text that are associated with feelings. Initial Precursor: The student is able to use or identify feeling words related to self, such as happy, sad, tired, worried, or angry.

16 Learning Map

17 Foundational Map

18 Research  According to research, when included in a general education environment, students with significant cognitive disabilities can learn:  mathematics (Browder, Spooner, Ahlgrim-Delzell, Harris & Wakeman, 2008),  reading (Browder, Wakeman, Spooner, Ahlgrim-Delzell, & Algozzine, 2006), as well as  communication (Foremen, Arthur-Kelly, Pascoe, & King, 2004),  social (Carter & Hughes, 2005 and Fisher & Meyer, 2002), and  employment skills in a general education setting (Benz, Lindstrom, & Yovanoff, 2000)  Inclusive opportunities are a reliable predictor of school and post school success.

19 Responsibilities of the Special Educator Set up meeting with General Education teacher(s) to begin collaboration and introduce student (including the supports they require to participate) Regularly collaborate with General Education teacher(s) in planning and implementing specially designed instruction based in the EEs Work with General Education teacher(s) to monitor and report student progress

20 Responsibilities of the General Educator Meet with special educator as needed. Be ready with class schedule and curriculum map. Ensure that additional supports needed by the student are available Invite special educator to all PLCs or other planning sessions and take note on specially designed instruction needed for student to progress in the grade level EEs Frequently monitor student progress and collaborate with Special Education teacher to adjust supports as needed

21 Main Considerations for Planning  Universal Design for Learning (UDL)  What is the most salient content for the student to learn?  What is their assigned linkage level?  What is the target response?  How do they communicate what they’ve learned? Any assistive technology considerations?  Who will prompt the student during class activities?  Special Ed or General Ed teacher?  Peer?  Paraprofessional?

22 Universal Design

23 Universal Design for Learning Multiple Means of Representation Multiple Means of Expression Multiple Means of Engagement Change the way you present the materials or information Say it : Lecture, discuss, question, read aloud, verbal descriptions Show it : Pictures, graphics, transparency, white board, video, closed caption Model it : Demonstrate, think aloud, act out, build/construct, manipulatives Media : Video, audio, computer, SMART technology Give students multiple means to express what they have learned Low Tech Tools : Alternate pencil, picture support, graphic organizers, choice boards, stencils, scribe, eye gaze response options, pencil grips High Tech Tools : Computer Writing Software (e.g. Co-Writer), Augmentative Communication Device (e.g. GoTalk, BigMach Switch), adapted keyboard, voice activated computer software Use multiple means to engage students Embed highly motivating content and student choice Methods of reinforcement, error correction, and peer supports Make content meaningful Adapted from Jimenez, Courtade & Browder, 2013) 4.1

24 ELA Lesson Plan – Describe characters in a story Standards: ELA.RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. ELA.EE.RL.3.3 Identify the feelings of characters in a story. Three Pillars of UDL Multiple Means of Representation: Story will be read aloud and text with pictures will be displayed on the interactive whiteboard. Multiple Means of Action and Expression: Students can communicate verbally, using a communication device, or by selecting picture or word choices. Prompts and scaffolds are provided to ensure errorless learning and high rates of success for the students. Multiple Means of Engagement: Students can respond to prediction question and comprehension questions by selecting objects, pictures or words of related concepts in the story. The degree of difficulty of the tasks is differentiated between students. For student(s) unable to write or type their responses, an alternate pencil is provided. Vocabulary and symbols are pre-taught (text, symbols, photos, and/or objects)

25 General Education LessonAdaptations for SSCD 1. Gather students. Have the Character Change Continuum chart available. Begin to read Thank You, Mr. Falker aloud again. Stop at your predetermined points to elicit student responses.Character Change Continuum Embed visual supports on the Character Change Continuum chart; provide picture choices for student responses 2. At each page where you stop, ask students to help you record where and why they think Trisha is on the Character Change Continuum chart. Use adapted Character Continuum chart and give special attention to student’s engagement. Highlight parts of the book in which he/she seems particularly interested. 3. Read the completed Character Change Continuum with students. Ask them to think of one or two words that describe Trisha at various stages throughout the story. Examples include: At the beginning of the story: hopeful, eager, excited At the middle of the story: sad, insecure, a failure, no confidence At the end of the story: happy, confident, proud, intelligent Embed visual supports as picture choices for all feeling words identified in the left column

26


Download ppt "Making Core Content Meaningful for Students with Significant Cognitive Disabilities (SSCD) JESSICA BOWMAN AUTISM AND SIGNIFICANT COGNITIVE DISABILITIES."

Similar presentations


Ads by Google