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Educating Children with Special Education Needs and
Communication Disorders in Schools
Marlene B. Salas-Provance, Ph.D., CCC-SLPAssociate ProfessorDepartment Head
Department of Special Education and Communication Disorders
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Special Education Teachers
• 2009 All teachers, including special education– 437,000 (6.5 M children with disabilities)– Critical shortage of teachers in special education– 110,000 special education teachers grades 9-12– 2,020 teachers in New Mexico/includes special
education K-12
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Speech-Language Pathologists
– Approximately 166,000 certified SLPs in US– Approximately 2000 certified SLPs around the world
– Prevalence of speech sound
disorders is 8-9% of the population
By first grade 5% of children have a noticeable speech disorder
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Speech-Language Disorders
– 6-8 million people in US have a language impairment– 3 million Americans stutter
• 15 million in the world– 7.7 million Americans have a voice disorder
– http://www.asha.org/Research/reports/children/
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Students with Disabilities• 2009/2010
– 6.5 Million students– Ages 3-21– 13% of population
• 38% with specific learning disability• 22% with speech or language impairments (SLI)• 11% with health impairments• 6-7% with autism, intellectual disability, emotional
disability, developmental delay
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DISABILITY TYPE
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REGULAR SCHOOL ENVIRONMENT
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IDEA• IDEA – Individuals with Disability Act – 1975
mandates provision of ‘free’ and ‘appropriate’ public school education for children ages 3-21 who have disabilities
• Building the Legacy: IDEA 2004
http://idea.ed.gov/
http://nichcy.org/laws/idea
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ADA
• ADA 1990 – Americans with Disabilities Act– Guarantee rights of full inclusion into mainstream
– ADA Amendments Act of 2008
– http://www.dol.gov/dol/topic/disability/ada.htm
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US Special Education School Placements
• Special School Districts• Special Education in Regular Education
School Districts– Regular classrooms/Co-teachers– Special Education Resource Rooms– Self-contained Classrooms– One-to-one speech-language therapy– Group speech-language therapy
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Types of Settings(Public or Private)• Early Intervention
– Birth to three– Preschool
• School-Age Elementary– Middle School– High School
• 95% of students with disabilities enrolled in
regular schools• 86% with SLI spent most of day in regular
classroom
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Types of Settings• Schools for the Deaf• Schools for the Visually Impaired• Classrooms for children with Physical
Handicaps• Classrooms for children with Behavioral
Disorders
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Effective Special Educator Practices
Co-Teaching• Provides specialized services to individual
students in general education class
• Co-Teaching Team– General educator, special educator, speech-
language pathologist
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Effective Special Educator PracticesCo-Teaching
• Aspects of Co-Teaching Team–Agree on a goal–Share a common belief system–Demonstrate parity–Share leadership roles–Practice effective communication skills
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Effective Special Educator PracticesCo-Teaching
• Popular Teaching Model–Adheres to IDEA principles
• Schools hold high expectations for all students
• Schools ensure students have access to the curriculum of general education to maximum extent
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Qualifications• No Child Left Behind (NCLB) 2001
http://www2.ed.gov/nclb/landing.jhtml • All children must receive instruction from
“Highly Qualified” educators– Speech-language pathologist: Masters Degree with
American Speech-Language Hearing Association (ASHA) Certificate of Clinical Competence (CCC) and state licensure
– Special Education Teacher: Bachelors degree and state licensure, possible Masters degree, First license in general education K-12
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Special Education Curriculums and Treatment Plans
• Establish student learning objectives (SLOs)
• Construct objectives that are aligned with general education class
• Provide educational opportunities to ELLs (English Language Learners). Evaluate to determine if are eligible for special services
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Special Education Curriculums and Treatment Plans
• General and special educators work collaboratively
Co-INSTRUCTING• One teach, one observe• One teach, one assist• Station Teaching• Parallel Teaching• Alterantive Teaching• Team Teaching
Conderman, G ( March, 2011). Middle school co-teaching: Effective practices and student reflections. Middle School Journal, www.nmsa.org pp 24-31
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Special Education Curriculums and Treatment Plans
• Accommodate leaning needs for students with disabilities
• Accommodate levels of performances for students with disabilities
• All students who receive special education and related services must have an IEP/Individualized Educational Plan
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Attitudes Towards Disabilityhttp://www.uwlax.edu/urc/JUR-online/PDF/2010/grames&leverentz.pdf
• Objects of fear and pity• Over-indulged, behavior not controlled• Revered, a special gift• Hopeless condition• Incapable of contributing to society• To be cared for at home or in institutions• Uneducable
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Conclusion• Education for individuals with disabilities in
the US is advanced; spanning 50 years• More emphasis towards outcomes of teaching
and treatment• More emphasis toward evidence-based
practices• Emphasis toward person-first vocabulary
– Child with autism, not an autistic child
• Emphasis toward general educator/special educator collaboration
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References• Flynn, P. (2010, August 31). New service delivery models:
Connecting SLPs with teachers and curriculum. The ASHA Leader. http://www.asha.org/Publications/leader/2010/100831/Service-Delivery-Models.htm
• Friend, M., & Cook, L. (2010). Interactions: Collaboration skills for school professionals (6th ed.)Boston: Pearson Education
• Gately, S., & Gately, F.. (2001). Understanding co-teaching. TEACHING Exceptional Children, 33(4), 40-47
• Turnbull, R., Huerta, N., M., & Stowe, M. (2006). The Individuals with Disabilities Education Act as amended in 2004. Upper Saddle River, New Jersey: Pearson Education.