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Special Ed presentation
Transcript of Special Ed presentation
The padlock indicates their information is PRO (protected). If you click on the padlock, you can have access to their IEP.
Policies and Procedures
Child Find Procedures
Role of the Regular Educator
The Special Education Handbook is Located:
- in the psychologist's office
- in the special ed office
As teachers, it is our legal responsibility to make sure we are following accommodations.
Photo credits: 'horizon' by pierreyves @ flickr
For your eyes only: Under IDEA and FERPA
Child Find: The intent of Child Find is that all children from birth through age 21 with delays or disabilities are identified, located, and evaluated to receive the supports and services they need.
Public Schools and the Arizona Early Intervention Program are responsible for 'finding' eligible children and providing services needed for them to reach their developmental milestones or meet their educational needs.
Special Education Staff
Lori Martinez, Psychologist
Kshama Rosales: Instructional Coach/ Department Chair
Troy Washington: Resource Saxon Math & 7th grade SS
Colleen Skinner: Language! A (lower level resource LA)
Gwen Brummel: Language! C (higher level resource LA)
Erica More: 8th grade SS, 7th and 8th grade Science
Meridee Steffensmeier: Academic SCILLS
What is New:
Eligibility is determined
MIMR (Mild Mentally Retarded)
OHI (Other Health Impairment)
ED (Emotional Disability)
Basic Reading Skills
Serve on the MET (Multidisciplinary evaluation Team):
- review existing evaluation data on a child, including classroom-based
assessments and observations
- What are these student's needs? What are the student's strengths? Can their needs be met in your class with accommodations? Do they need instruction with an alternative remedial curriculum?
- assist in determining eligibility for special education based on tests and other evaluation materials
Serve on the IEP team:
- develop and annually review and revise the IEP:
progress on current IEP goals
developing the new annual goals
setting/ placement- where can this child meet their goals?
accommodation needs- what do they need to be successful with the general education curriculum?
- assist in determining positive behavioral interventions and strategies for the regular classroom
Assist in implementing the IEP:
- collaboration with the student's Case Managers
- monitor goals
Teacher’s Take Away Changes
Show more compassion. Do not punish a student because of learning disabilities, find solutions instead.
Be flexible; listen to their needs to reduce their level of anxiety.
Be more sensitive to the needs of student with learning disabilities and remember the associative vs. cognitive theory.
More positive reinforcement; Confirm and applaud correct answers.
Plan and prepare more for daily interaction, getting to know each student’s disability/ needs.
Give longer periods of time for mastery (vocabulary); go over vocabulary definitions instead of assuming they know the vocabulary.
Use cues with students so they feel more comfortable getting involved in class questions / discussions. Guide towards correct answers or understanding.
Check for understanding when teaching new concepts, slow down my pace and be more aware of checking and rechecking for understanding.
Speak more slowly during lectures and rephrase questions in multiple ways.
Incorporate the “proximity” when wanting a student with learning disabilities to answer questions.
More wait time after questions; give more time for processing / response time.
Have them read out loud less and not in the whole class situation.
Mark the text and chunk more often.
Make getting copies of notes easier and discreetly available.
Have a cloze handout they can fill in as they listen
Publish my notes (in Cornell style) on my VC for all to use so there is less focus on note taking and more on learning.
Offer copies of notes to all students; why just help one when I can help all.
My definition of fairness will forever be changed. Fairness in not equality for all, but making sure everyone has what they need.
Refer to the student first when talking about a student with learning needs.
Develop tools they can use to compensate, overcome and/or work through their disability. I will not develop strategies that highlight or continue their learning disability.
Activity: List three ways you adhere to confidentiality requirements
It is our responsibility.
paraprofessionals are AIMs Web trained to monitor the following:
math application (reasoning)
Child Find & Pre Referral
If you suspect a child (ages birth- 3)
may have a disability, call:
Arizona Early Intervention Program (AzEIP)
Preschool services are available for
children ages 3-5 your LEA
Just like any student
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