2. (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Chapter Sixteen Teaching Students with Special Needs in Secondary Schools This multimedia product and its contents are protected under copyright law. The following are prohibited by law: any public performance or display, including transmission of any image over a network; preparation of any derivative work, including the extraction, in whole or in part, of any images; any rental, lease, or lending of the program.

3. (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Introduction  The inclusion of students with disabilities becomes difficult at the secondary level due to:  the wider achievement gap and higher-level curriculum demands.  the fact that secondary teaches are trained as content specialists.  the fact that the typical challenges of adolescents may be even more pronounced among adolescents with disabilities.

4. (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Introduction  Research indicates that secondary teachers have been less positive overall toward efforts at inclusion.  Most students with disabilities are going to depend upon their classroom teachers to help develop and provide appropriate educational programs.

5. (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Secondary Curricular Concerns  Most high schools have a core general education curriculum that all students must complete.  Although the specific curricula vary, they generally follow state guidelines.  The courses students take in secondary school are often related to postsecondary goals (e.g., college, vocational school, etc.).

6. (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Curricular Content  The curriculum for students with disabilities is the most critical programming consideration in secondary schools.

7. (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Impact of Reform Movements  Educational reform movements have resulted in schools requiring:  More science and math courses  Successful completion of high school competency exams as a requirement for graduation.  These higher expectations may result in higher rates of school failure and ultimately, in dropping out of school.

8. (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Comprehensive Special Education Curriculum Responsive to the needs of individual needs. Facilitates maximum integration with nondisabled peers. Facilitates socialization. Focuses on students transition to postsecondary settings.

9. (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Long-Term Outcomes of Students with Disabilities  Only 32.8% of students with disabilities, ages 14 and above, graduated with a diploma or certificate during the 1998-1999 school year.  The drop out rate was 26.8%.  Only 15% of individuals with disabilities who do not had a high school diploma were in the work force.  Follow-up students have shown that adults with disabilities are more likely to be employed part- time, underemployed, or unemployed.

10. (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Importance of Transition Planning  Essential responsibility and legal requirement  Focuses on the future  Student as active participant of the IEP team

11. (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Transition Planning Approaches  Person- Centered Approach  Transition Mapping

12. (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Person-Centered Approach  Student is the central part of the planning process  Acknowledgement that students have strengths and capacities  Focus on futures planning

13. (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Transition Mapping  Requires the development of a personal profile which consists of map:  Background Map  Relationship Map  Setting Map  Choice Map  Preference Map  Maps are then used to develop a transition plan.

14. (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Adult Agencies  Vocational Rehabilitation Agency  Mental Health and Mental Retardation Agencies  Social Security Administration  Independent Living Centers

15. (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Programs for Students in Secondary Schools  Approximately 70% of students with disabilities, ages 12-17, are served in either resource room or general education classes.  Many secondary students with disabilities do not experience success in secondary general education classroom due to factors such as:  lack of communication between special education and general education teachers.  classroom teachers’ lack of understanding and knowledge about students with disabilities.  inflexible school policies.

16. (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Roles of General Education Teacher  Providing adaptations  Collaborating with interdisciplinary team  Planning for success of students with disabilities  Working with special educators

17. (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Roles of Special Education Teacher  Collaborating with general educators  Preparing students for the challenges that occur in general education classrooms  Counseling students for personal crises  Preparing students for content classes, postsecondary training, independent living, and employment

18. (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Counseling for Daily Crises  Drugs  Alcohol  Pregnancy  AIDS  Tension  Frustration  Depression

19. (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Preparing for High School Content Classes  Teaching Self-Advocacy  Teaching Effective Strategies  Providing Ongoing Support in General Education Classrooms  Providing Frequent Monitoring

20. (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Preparing for High Graduation Exam  IEP specifies whether or not students will take this exam.  For some students, the focus will be on teaching functional, independent living skills rather than on the graduation exam.

21. (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Preparing for Postsecondary Training  University  Community College  Vocational-Technical School  Trade School

22. (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Preparing for Independent Living  Sexuality  Personal Finances  Social Networks  Home Maintenance  Employment  Transportation  Time Management

23. (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Preparing for Employment  ADA Accommodations  Inclusive Vocational & Technical Programs  Self-Advocacy/Self- Determination

24. (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Types of Instructional Accommodations  Typical/Routine  Strategies directed toward the whole class as a whole or relatively minor adaptations that a teacher might make for any students.  Substantial/Specialized  Individually tailored adjustments to address the needs of individual students with disabilities

25. (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Major Types of Adaptations Facilitate progress monitoring by using a wide variety of methods to evaluate students’ progress. Use alternative instructional materials that are interesting and readily accessible to students. Enhance behavior by using age- appropriate reinforcement. Teach study skills such as role taking, test taking, reading for content, and memory strategies. Alter curricula by teaching life skills, study skills, and prevocational skills. Modify assignments in ways to facilitate success. Vary instructional grouping to take advantage of cooperative learning and peer support systems. Modify instruction by using different instructional approaches, focusing on different learning styles, and relating instruction to activities.

26. (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Assignment Accommodations  Preteach vocabulary and preview major concepts.  State a purpose for reading.  Provide repetition of instruction.  Provide clear directions and examples.  Make time adjustments.

27. (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Assignment Accommodations  Provide feedback.  Have students keep an assignment notebook.  Provide an alternate assignment.  Allow manipulatives.  Highlight textbooks.

28. (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Assignment Accommodations  Read important information several times.  Write important facts on the board.  Repeat the same information about a particular topic over several days.  Distribute handouts that contain only the most important information about a particular topic.

29. (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Homework Concerns  The trend has been to require more homework.  Homework assignments are a significant challenge for secondary students with disabilities.  Collaboration among general and special education teachers and parents will encourage successful completion of homework.

30. (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Effective Homework Policies and Procedures  Schedule after-school study sessions.  Provide peer tutoring homework programs.  Provide sufficient study hall time.  Use community homework volunteers.

31. (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Grading Systems  Numerical/Letter Grades  Checklists/Rating Scales  Anecdotal/Descriptive and Portfolio Gradings  Pass/Fail systems  Mastery Level/Criterion Systems  Progressive Improvement Grading  Multiple Grading  Level Grading  Contrast Grading  IEP Grading

32. (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Testing Accommodations  Have another student read the test to the student.  Have the special education teacher or aide read the test to the student.  Give the student additional time to complete the test.  Reword the test to include only words that are within the student’s reading level.

33. (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Making Tests More Accessible  Generous spacing between test items on page  Adequate space allowed for responses  Generous margins  Attention to “readability” level  Appropriate test length  Logical organization  Clear instructions

34. (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Test Adaptations  Administer frequent, short tests.  Divide tests into smaller sections or steps.  Develop practice items or pretest trails using the same response format as the test.  Consider the appropriateness of the test in terms of age or maturity.

35. (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Test Adaptations  Give open-book tests.  Reduce the number of test items or remove items that require more abstract reasoning or have high levels of difficulty.  Use different levels of questions for different students.  Have a student develop a product that shows knowledge and understanding of the material.

36. (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Test Adaptations  Provide alternative projects or assignment.  Allow students to make up tests.  Allow students to type answers or use a computer during testing.  Alter the types of responses to match a student’s strengths.  Limit the number of formal tests by using checklists to observe and record learning.

37. (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Study Skills Listening Note Taking Reading Rate Test Taking Remembering Information Managing Time Managing Behavior Motivation Goal Setting

38. (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Eight Steps for Teaching Learning Strategies  STEP ONE: Testing the student’s current level of functioning  STEP TWO: Describing the steps of the strategy and providing a rationale for each step  STEP THREE: Modeling the strategy so the student can observe all the processes involved  STEP FOUR: Verbally rehearsing the steps of the strategy to criterion

39. (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Eight Steps for Teaching Learning Strategies  STEP FIVE: Practicing controlled materials written at the student’s reading ability level  STEP SIX: Practicing content materials from the student’s grade placement level  STEP SEVEN: Giving positive and corrective feedback  STEP EIGHT: Giving the post test

40. (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 SCROL Strategy S urvey the heading. C onnect. R ead the text. O utline. L ook back.

41. (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 COPS Strategy C apitalization. O verall appearance. P unctuation. S pelling.