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Audio Transcript Auto-generated
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Well, this is our last
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general unit before we actually get into all of the things um
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that we're going to be learning about each specific disability area.
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So trust me, when I tell you that these background pieces are really important,
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I know it's not necessarily what you might think of as the meat of the course.
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But this one in particular right here,
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when we're talking about this chapter is
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something that's going to affect your practice,
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even if you never see a special education student in your classroom,
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just take my word for it. It's true
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this these principles and activities are definitely what are you are going to
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be responsible for as an educator for the remainder of your career?
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So let's find out what we're gonna be talking about.
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We have learning outcomes.
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Of course, we always have to have some targets for stuff that you need to know.
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So
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we're gonna talk about high leverage practices,
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those are kind of
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kind of financial or banking terms in the way I
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think about things maybe not for you so much.
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But in this case,
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high leverage means you get a big bang for your buck with these practices.
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So these are important things to understand and to incorporate into your
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day to day instruction practices as you go through your teaching career,
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and then you're going to learn how
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to summarize how educators design learning environments
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and activities.
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And you're gonna have examples of specifically designed
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instruction and supports that ensure progress towards outcomes.
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And to that end to address that second learning outcome,
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you will find an activity in this unit
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that will require you to design an activity that fits some of these principles. So
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watch out that's coming up.
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So first off, let's talk about this high leverage business. OK.
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So we're talking about activities
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and instructional methodologies and practices that
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are designed to get the very best outcomes from all students.
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So your general ed students and your special education students,
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so it really applies universally
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to your profession in general.
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So how do we support student learning?
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That's what we're here for, that's what teachers do.
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So we know that with all special education students,
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they have individualized education programs.
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So their goals are very much tailored to what it is that they need to learn.
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So some of the high leverage practices that are going to be put in
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place in order to ensure those individual
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student outcome goals and objectives are met,
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include
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the fact
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that these types of practices
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affect instruction.
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OK?
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They occur
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frequently.
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So we're looking at occurring across all of
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the day and in various different environments.
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They're all scientific or research based, evidence based practices,
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they're usable everywhere.
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It doesn't matter whether it's reading, it's gym, it's math, it's science,
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they're usable everywhere, not specific to content or settings
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and they're fundamental to effective teaching.
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So it doesn't matter whether your intention is to be an S LP
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um practicing in the schools or your intention is to be a general ed
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ed teacher
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um or an English language instructor.
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It doesn't make any difference what your intention is.
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These high leverage practices are applicable
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across all of those different settings.
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The four main domains are things that you should be familiar with.
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They include collaboration.
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We talked a lot about collaboration,
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collaboration amongst professionals and management.
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Certainly.
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And when we're looking specifically at special education,
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we're looking at collaboration between
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general ed teachers. I keep pointing the finger at you guys
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or speech language, pathologists
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and special educators
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or related service individuals. So
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you as general educators may be collaborating with some of
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your classmates whose intention is to become an S LP.
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So you'll be collaborating with all sorts of different people. That's why
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we have collaboration as part of this class assessment.
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So good principles of assessment,
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social and emotional and behavioral domains will be involved in this as well.
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So we're gonna be looking at crossing all
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of those specific developmental areas in these domains
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and
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instruction clearly, that's what you're here for.
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So
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there's recommendations that come from the Council of Exceptional Children.
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Let's take a look at what those are
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collaboration, first of all, with professionals to increase student success.
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So remember that our bottom line goal for every interaction that we have with
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our fellow professionals is to make sure that we are getting the job done
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and our students are successful.
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So when we choose to collaborate with or we um are
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instructed to collaborate with related
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service professionals or special educators.
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The goal and objective of all of that is to make sure that the student succeeds.
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Um true for parent professional collaborations.
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We always want to keep that kid in mind.
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That is our ultimate goal.
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Also collaborating to organize and facilitate
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effective meetings with professionals and families.
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You will attend so many meetings
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and you will soon come to find out which ones are effective and which ones are not.
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So through collaboration,
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you can minimize
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the wasted time in meetings and maximize your goals and objectives being met
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through effective collaboration,
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collaborating with families really important.
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We talked about that in a whole unit.
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Um You wanna collaborate with families because
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you're all there for the same reason,
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you want the very best for the child involved.
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So
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you need to do that to make sure
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sure that all the necessary supports are in place for that particular student
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and that parents are on board with you.
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That's crucial through all of this.
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You want to make sure you've got family support in the things that you do.
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So when we talk about assessment,
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we've talked about using assessment in the last unit, we talked a lot about
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tiered systems of support.
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So we talked about RT I and we talked about PB is and
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uh C I three T. We talked about all of those different types of systems.
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They all rely on assessment
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and even the qualification,
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the initial qualifications and continuing qualifications
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to receive special education services,
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rely on assessment.
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So you need to use lots of different sources of information. Never just one.
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Whenever an initial assessment is completed for any child who
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has the potential to re receive special education students,
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you'd be looking at a wide variety of different areas for that child.
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And those professionals will always use more than one instrument
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to determine whether that child has needs in their specific focus area.
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You need to learn how to interpret and communicate
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the results of all those tests and put it
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in plain and simple language so that parents and
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other professionals can understand what you're talking about.
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Um It also helps to figure out where things cross over.
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So the results of a psychological assessment may
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cross over with a language assessment for instance.
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So there's ways that professionals can collaborate to
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make service delivery a lot more efficient.
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So there's collaboration there
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and an understanding of similar assessment results
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and use that data
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to figure out what you're gonna do.
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And to continue to figure out and tweak the things that
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you do to maximize the best outcomes for the kids.
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So you're always going to use that data
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to fine tune what's happening for that student,
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social, emotional and behavioral practices. Well,
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you've got to have a good environment if you expect kids to learn.
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And part of that is making sure that you set up
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rules and expectations um in your classroom that allow for safety,
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um the feeling of student safety so that kids feel like this is a good place to learn.
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You as an instructor need to provide positive and constructive feedback to kids.
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Not the negative stuff,
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you get more flies with honey than with vinegar.
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So that'll be the beginning of my preaching about one of my big teaching adages is
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you get more of what you pay attention to.
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So if you want
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good behavior,
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praise good behavior,
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notice good behavior.
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If you want
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bad behavior,
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notice bad behavior and believe me, you'll get more of it.
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It's a principle that applies across the entire animal kingdom.
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I use it in dog training
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and I've always used it in therapeutic practice.
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Whatever you attend to you will get more of.
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So make sure that your focus is placed where you want to see an increase in
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behavior.
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So if you want good stuff, praise good stuff.
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Notice good stuff, teach some of those social behaviors.
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Not everybody in the world understands how to have positive interactions.
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Some Children are going to come into your classroom
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with a hugely negative background
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and you will be in a position where you need to teach prosocial behavior.
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So learn how to do that, learn how to model it, learn how to
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um make and devise lessons or use already devised curriculum
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to enforce those principles with your kids.
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And when you need to learn how to conduct a good functional behavioral assessment
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that will point you in the right direction for how to remediate
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some of the challenging behaviors that you might find in your classroom
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and learn how to support and develop a better
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behavior plan for those kids who present with more challenging
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uh circumstances and challenging behaviors.
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It's gonna be a big part of your job
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instructional practice. That's what you're all here for, right?
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So you gotta have your good long term and short term
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goals and remember that they need to be smart goals,
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they need to be specific, they need to be measurable,
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right?
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They need to be um doable and within a certain time frame.
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So for special education goals, we always look at a year
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and then underneath that,
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we'll write objectives towards those goals that
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can be broken down into smaller increments,
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use a systematic plan to design your instruction
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towards specific goals.
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So we have learning outcomes for all of our units,
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you're gonna have learning outcomes for all of the things that you teach as well,
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and your instruction is going to be designed around those outcomes,
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adapt your tasks. So your whole curriculum is gonna come with tasks
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and materials and you're gonna need to change them.
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This is particularly true.
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If you want to go into the field of special education,
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there is no one size fits all curriculum.
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There's no one size fits all curriculum in general education either.
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But lots of those adaptations and modification ideas will probably be done for you.
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Not true for speech language, pathologists,
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not true for special education teachers either
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you will be putting on your creative hats
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and adapting materials,
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teach cognitive and meta cognitive strategies.
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So cognitive strategies, thinking strategies, how should I think about that
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and then meta cognitive, how should I think about my thinking about that?
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Hm.
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Do I need to change my approach?
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That's a meta cognitive strategy that you might want to look at?
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You want to support learning and independence
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for your students who have special needs.
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Well, for all your students learning and independence is the goal
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provide scaffolded supports.
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So more
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to last
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as a hierarchical um model to follow,
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you want to put the build those supports up underneath
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students until you've reached the appropriate level for them.
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Use explicit instruction, don't leave it to their imagination.
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Tell them what to do.
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Hopefully, I've done that with my instruction for your tasks and activities.
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We'll find out if I haven't check me on it.
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Ask questions so I can change it
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and use flexible grouping.
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Don't always group the kids together who have similar needs.
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It's convenient to do that.
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It's convenient for you because you can then
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design activities that are specific to those kids.
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However,
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it is not necessarily conducive for the learning of the
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Children because they'll have no other models except each other.
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Remember, kids learn lots from each other.
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And part of the reason for using inclusive education is because
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because our kids with special needs need models in their peers
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to help them understand what skills and abilities
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are age appropriate that they need to learn.
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So group your kids flexibly switch it up every now and again,
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don't always have the same kids together and don't always saddle the same
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general ed kids who seem to do really well with your special ed students
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with always being the model that's not doing them any service either
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use good strategies to get engagement, use lots and lots of different things,
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use hands on, use video, use music, use,
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um, field trips, use all sorts of different stuff,
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use assistive and instructional technologies.
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So we're using instructional technology here. I use Prey.
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So that allows me to feel like I'm actually part of what's going on,
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even though you're watching me at a later date.
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Hopefully it helps you to connect with me and where I'm coming from too more readily.
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Um So that's an instructional technology,
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but many of your students who have special needs
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will be using different forms of assistive technology.
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And we'll talk in much more detail about that
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as we get into those specific disability areas that
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do have a heavy reliance on assistive technology,
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provide intensive instruction when needed.
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So some of your kids are gonna pick stuff up like, oh man,
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it's gonna be really easy like the snap of a finger
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and others will need more explicit and intensive instruction.
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So be there to do that.
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Teach generalization.
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So for most of your classroom
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with your general ed, kids
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generalization will come pretty easily.
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But for a lot of the students who have special needs,
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generalization is one of the things that they need a lot of help with.
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So that means taking that skill they learned in your classroom
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and applying it
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in the lunch room
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or in the hallway
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or at home
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doesn't always come naturally.
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Some students have perspectives that
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um
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kind of box their way of thinking in
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so that what they lose, you learn, not lose,
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learn in the classroom is something they think they only use there
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and what they learn at home they think is something that they only use there.
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So we know that's not true.
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So oftentimes generalization skills um need to be taught and the skills that
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you have in the classroom need to be moved systematically to other places.
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And again,
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positive feedback. Again,
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Mrs Reid's adage, if you take nothing from class. Take this,
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you get what you pay attention to.
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So make sure that what you're paying attention to is what you want.
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So think about that really carefully before you provide feedback to kids
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and make sure that your focus is in the place that you would like to see
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more of.
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I love it when you pay attention to my videos. It is the best thing. It makes me so happy
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to know that you're watching.
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I love that
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you get what you pay attention to. So always keep that in mind.
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That's kind of what this boils down to. You'll get more good behavior.
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If you pay attention to more good behavior, you'll get more on time homework.
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If your feedback is, gosh, I really love how you turn your assignments in on time.
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That is awesome.
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I also love how you put your topic together.
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Now, I'd like you to work a little bit more on better sentence formulation
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that comes across a lot better to a kid than boy.
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That sentence sure needs a lot of help, doesn't it?
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You get what you pay attention to.
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It's my bottom line preaching on all of that kind of stuff.
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So that's an overview of high leverage practices to support student learning.
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Now, we're gonna be talking about the most important thing
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that you will be applying to all of your teaching practices henceforth,
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from here until
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probably add infinitum
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unless all of this stuff changes which is not likely
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for this next upcoming principle.
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So we'll see you for the next one.