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Week 3 Intro to Exceptionalities

by: Sierra Kosh

Week 3 Intro to Exceptionalities SPED 23000-001

Marketplace > Kent State University > Special Education > SPED 23000-001 > Week 3 Intro to Exceptionalities
Sierra Kosh
GPA 2.8

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About this Document

These Notes Cover: Current Practices for Meeting the Needs of Exceptional Learners, Chapter 2, and Discussion: Four examples of universal design in your environment
Introduction to Exceptionalities
Wendy McWilliams-Woods
Class Notes
Special Education, Exceptional Child
25 ?




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This 3 page Class Notes was uploaded by Sierra Kosh on Friday September 16, 2016. The Class Notes belongs to SPED 23000-001 at Kent State University taught by Wendy McWilliams-Woods in Fall 2016. Since its upload, it has received 16 views. For similar materials see Introduction to Exceptionalities in Special Education at Kent State University.


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Date Created: 09/16/16
Week 3 Sep. 12- Sep. 16 Current Practices for Meeting the Needs of Exceptional Learners, Chapter 2, and Discussion: Four examples of universal design in your environment Tuesday, Sep 13 ★ Identifying students with disabilities ○ RTI (Response to Intervention) ■ Tier 1: Screening ■ Tier 2: More intensive instruction ■ Full evaluation for eligibility ■ Tier 3: Placement based on IEP ○ Work with a team ○ If you have found data then you go to the parent and ask if they would sign for further testing ○ Parents can request testing at anytime General Ed teachers are really only involved when they need to provide data on the student work in the classroom ★ Intent of Special Education Law ○ IEP- Individualized Education Plan ○ LRE- Least Restrictive Environment ■ For that specific student ○ IFSP- Individualized Family Service Plans Evaluation/Identification IEP Placement ★ Inclusive practices: Collaboration 2 ○ Instructional accommodations and adaptations ■ Modifications ■ Adaptations ■ Accommodations ■ Tiered assignments Sometimes fair isn't equal ★ Teachers’ Roles: Expectations for All Educators ○ 100% effort to accommodate students needs ○ Evaluate abilities AND disabilities ○ Refer for evaluation ○ Participate in eligibility conferences ○ Participate in creating IEP ○ Communicate with parents or guardians ■ Find the matriarch (not always the mother, could be grandmother or aunt) ○ Academic instruction of students with learning problems ○ Management of serious behavior problems ○ Evaluating technological advances ○ Knowledge of special education law Kids with an IEP cannot get away with anything. Ex. Student acts out because of a pop quiz. When you check the IEP it explains that the student has test anxiety and has a tendency to act out when surprised. That is okay they do not need to be punished. Ex.2. Student is deaf and was turning homework in late. The instruction to do homework was written on the board every day. Check the IEP and the student is fully capable of reading the board. Student should get a zero for late homework. ★ Universal Design and Technology ○ Think about different things that are made for people with disabilities but help everyone ■ Ex. elevators, automatic doors, subtitles Thursday, Sep 15 ★ Common Core ○ All students need to be taught to the grade level they are in ○ If a student is in 10th grade and they read at a 1st grade level ■ Making it work through accommodations ● Ex. student picks out the characters in a higher level book ★ Alternate assessment ○ Universal tier is most kids ○ In the targeted tier, see what kinds of interventions work ○ If they are assessed and qualified they move to the intensive tier ■ These are the students who get alternate assessments Ex. having a reader on a test. Sometimes it's to overwhelming for students and they just blurt out random numbers. ★ Siblings reaction ○ Will they have to be the caregiver once the parents pass away? ○ Siblings go through the same stages as parents ○ Should you tell kids they have a disability? YES because they know that they are different (you don't have to go into detail) ★ FAPE: Free and Appropriate Education ★ NCLB: No Child Left Behind (standardized testing) ★ 94-142: education of all handicapped children


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