special education 547 unit three curricular and assessment issues kevin anderson minnesota state...
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Special Education 547
Unit Three
Curricular and Assessment Issues
Kevin AndersonMinnesota State University Moorhead
2006
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Identifying Curricular Needs
• Organizational and Independent Work Skills/Motor Skills Checklist
• Curriculum-based measures
• Standardized assessments
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Considerations for Assessment
• Early Childhood Setting Supports
• Staff• Teachers
Activities Peer interactions
• Case Example
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Considerations for Assessment
• Elementary Grade level Building philosophy Supports
• Peers
• Staff
• teachers
Curricular expectations
• Case Example
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Considerations for Assessment
• Middle and High School Grade level Placement and supports Future interests Level of independence
• Case example
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Assessment
• Identification of disability
• Educational placement
• Curricular expectations
• Curricular barriers
• General management skills
• Maintaining pace with peers
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AT Topics
• Discussion on practicum projects Case reviews Project reviews
• Review of chapter readings Instructional techniques Rationale for AT AT options
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Early Childhood
• Early childhood AT considerations ECSE issues Age-specific needs AT needs
• Communication• Literacy• Computational
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Instructional Adaptations
• Assessment and instruction
• Identifying adaptation needs Personal independence Recreation and leisure Curricular
• Selecting adaptations
• Training and evaluation
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Assessment and Instructional Techniques
• Tools Discrepancy analysis Task analysis
• Prompting systems
• Learning strategies
• Demonstration Model
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Personal Management
• Hygiene skills
• Eating and toileting skills Alternative methods
• Tube feeding• Catheterization• Colostomy care
Independent cares
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Personal Management
• Dressing Instructional techniques Adaptations
• Home care and management Adaptations Environmental control
• Community-based instruction Barriers Self-advocacy
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Curriculum Considerations
• Assessment
• Identification of priority needs
• Impact on core curriculum
• Designing program
• Instruction techniques
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Assessment
• Discrepancy analysis Task analysis Observation of performance Record of performance error’s Determining instructional approach
• Direct instruction• Use of adaptations• Alternative methods
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Instruction
• Prompting systems
• Learning strategies
• Demonstration model
• Response prompts
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Personal Care Management
• Issues regarding feeding and respiration
• Issues regarding personal cares
• Impact on educational program
• Personal and social development and awareness
• Progress towards independence
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Feeding and Respiration• Terms
Feeding Swallowing Aspiration
• Considerations Feeding skills Feeding utensils Positioning Swallowing Respiratory and gastrointestinal factors Nutritional requirements Oral and pharyngeal activity
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Impacting Conditions
• Prematurity
• Upper airway obstruction/anomalies
• Congenital defects
• Traumatic injury
• Neurological conditions
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Impact on Learning
• Nutritional intake
• Development and maintenance of teeth and gums
• Sensory stimulation
• Communication and personal/social skills
• Security and attachment
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Typical Development
• Oral-motor skills related to feeding Rooting response Automatic phasic bite-release pattern Gag response Bottle drinking
• Sucking• suckling
Spoon feeding Cup drinking Solid foods
• Bite• Munch• Rotary jaw movements
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Typical Development
• Respiratory development “Belly breathing” through most of first year Develops coordination with movement, feeding and swallowing, and
communication Increased abdominal control, stability of shoulder girdle, expansion
of rib cage - leading to abdominal thoracic breathing
• Respiratory coordination with oral/pharyngeal activity in feeding and swallowing Postural control Physical growth Skeletal changes in alignment Sensory experiences Respiratory function
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Essential Components• Feeding
Upper airway protection Gag response Lower respiratory system function Oral-motor skills
• Sound production Coordination with movement and respiration Emotional state Lips, tongue, teeth Imitation Basic needs Interaction
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Dysfunction in Feeding
• Impact of tone
• Atypical movement patterns for example… Upper body hyper-extension leading to jaw thrust and retraction Asymmetry leading to retraction and deviation to side Tongue retraction leading to tongue thrust
• Decreased sensory experiences
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Dysfunction in Respiration
• Impact of tone
• Compensatory patterns for example… Low tone leading to thoracic retraction High tone leading to elevation and internal rotation of shoulder
girdle
• Decreased respiratory function Impacts feeding and swallowing, compromising safety Interferes with phonation
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Evaluation Process
• Conducted by specialists who are knowledgeable in typical and atypical development
• Oral-motor structures• Feeding and swallowing skills• Respiratory coordination• Body systems
• Monitored by educational team Oral sensory needs Nutritional needs Medication impact Positioning and handling issues
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Considerations for Consultant
• Postural control and movement• Sensory stimulation• Respiratory function• Positioning• Methods of liquid intake• Use of utensils for solid food intake• Biting and chewing• Drooling• Sound/speech production• Communication
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Considerations for Intervention
• Establish goals and objectives for student performance
• Determine adaptations and strategies for intervention
• Ensure proper training• Introduce interventions outside of actual
“mealtime” or informal feeding opportunities• Oral hygiene
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Considerations for Intervention
• Use of positioning and handling• Selection of utensils• Selection of food and liquids
Consistency Texture Taste Nutrition
• Preparatory activities Facial and oral tactile sensitivity Facial and oral preparation Incorporating into normal routines
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Considerations for Intervention
• Direct intervention techniques Oral control Cup drinking Spoon feeding Solid foods
• Respiratory coordination Preparatory activities of oral-motor structures Neurodevelopmental treatment of trunk and extremities
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Personal Cares• Self-care skills
Hygiene Eating and toileting Dressing Use of adaptations
• Home management skills Kitchen skills Housekeeping Use of technology
• Community-based skills Transportation Access to facilities Barriers
• Recreation and leisure opportunities
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Hygiene
• Personal and family values• Impact of disability• Areas of care
Hand washing Face and body washing Hair care Oral hygiene Personal hygiene
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Eating and Toileting
• Typical development• Impact of disability• Independent skills• Training methods• Alternative methods
Tube feedings Catheterization Colostomy care Independent care versus adult assistance
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Dressing
• Typical development
• Impact of disability
• Motivation and preferences
• Use of adaptations
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Recreation and Leisure Opportunities
• Impact of Section 504 and ADA
• Physical access versus program or service access
• Role of DAPE teachers
• Terms Recreation Leisure
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Physical Education
• “Physically educated” Skills necessary to participate in physical activity Level of physical fitness Appreciation of physical activity Physical activity for enjoyment and health
• “Physical education” Physical and motor fitness Fundamental motor skills Special PE, APE, movement education, and motor
development
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DAPE
• Modeled after regular PE program with necessary adaptations for success
• Challenging
• Consideration of life-long needs
• Integration with non-disabled peers
• Individualized selection of activities
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Collaboration
• Assessment of motor abilities• Prioritizing needs• Anticipation of future environments• Consideration of extracurricular activities• Developing plan, including goals and
objectives, placement, activities, and adaptations
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Leisure and Recreation Education
• Personal preferences• Non-competitive nature• Not only fitness-related• Domain-based
Creative Science and technology Nature Sports
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“Work”
• Directing physical and mental effort toward the achievement of something productive Competitive employment School work Daily living Personal growth Leisure opportunities
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Barriers to Employment
• Need for extra support
• Complexity of physical and medical needs
• Low level of self-determination
• Limited social experiences
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Essential Characteristics
• Self-reliance
• Self-evaluation
• Self-adaptability
• Self-determination
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Self-reliance
• Psychological coping
• Physical capacity and stamina
• Mobility
• Communication
• Bathroom use
• Eating and drinking
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Self-evaluation
• Self-awareness Interests Preferences Strengths Needs
• Standard What is expected How skills compare to others Where improvement is needed
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Self-adaptability
• Depending on one’s ability to make choices and manage their own behavior
• Demonstration of ability and judgment
• Adaptability Model Decision making Independent performance Self-evaluation Autonomy
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Self-determination
• Self-determined Learning Model of Instruction Encourages students to “become causal agents in
their lives” Educational supports are described
• Characteristics Self-awareness Problem-solving skills Pride Striving for independence
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Life-Span Transition Education
• Four stages of career development Awareness Exploration (Occupational Outlook Handbook) Preparation Placement/follow-up and continuing education
• Three career education curriculum areas infused with above Daily living skills Personal-social skills Occupational skills
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Preparation and Training
• Train to job interest• Train for the environment• Find a mentor from job interest• Work on enhancing skills for specific job
interest• Train for accessing help when needed• Train for job market
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Preparation and Training
• Train for critical skills
• Train in community settings
• Use instructional strategies
• Train for independence
• Prepare before graduation
• Coordinate with community supports
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Transition From School To Employment
• Assessment of abilities/job skills
• Record of experiences
• Inventory of interests
• Selection based on meaningful job opportunities
• Necessity of job