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EDSE 661 - Online - Wk 3

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Matthew Olmstead

on 22 September 2014

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Transcript of EDSE 661 - Online - Wk 3

FBA Activity
Co-morbid psychopathology and co-occurring disabilities overview (p-21)

Universal Design for Learning (UDL)

Banks’ Multicultural Education Pyramid

Co-teaching models

Graded Activity Two: Annotated Bibliography and Presentation

Online Activity: Intercultural Competence(Respond through Voicethread
This Week
Co-Teaching Models
Universal Design for Learning
Comorbidities/Co-occurring Disabilities
Creater Amber Haluska, Co-Author M@ Olmstead
EDSE 661 - Online - Wk 3
Language disorders
Delays in language acquisition are common
20% will not acquire functional speech (Miller, 2012)
Receptive or expressive impairments

Cognitive delays
Between 20 – 70% (Miller, 2012)
55% have IQ scores at 70 or below (Baird et al., 2006)

Medical issues
(e.g., sleep, gastrointestinal symptoms)

Mood disorders

Anxiety disorders

Common Comorbidities

Anxiety disorders
Generalized Anxiety Disorder (2 – 35%) (Green et al., 2000; Leyfer et al., 2006)
Separation Anxiety (2 – 27%) (Muris et. Al, 1998; Szatmari et al., 1989)
Specific Phobias (10 – 64%) (Green et al., 2000; Muris et al., 1998)
Social Phobia (5 – 12%) (Gadow et al., 2004; de Bruin et al, 2007)

Mood disorders
Negative symptoms (flattened affect, attention difficulties) share overlap with ASD
Positive symptoms (hallucinations, delusions) do not overlap with ASD
(Miller 2012)

Common Comorbidities

Differential diagnoses

ASDs are often mistaken or hidden by other disorders
Oppositional Defiant Disorder
Attention Deficit Hyperactivity Disorder
Obsessive Compulsive Disorder

ASD- does not have communication to state feelings/needs; may come out as behaviors (i.e., tantrums, hurting others, etc.)
In the beginning it can often be masked by other conditions

Miller, 2012


Miller, 2012

ASD vs. ADHD Behaviors

Miller, 2012


Miller, 2012

ASD vs. Anxiety

Two educators working together with groups of learners, sharing the planning, organization, delivery and assessment of instruction, as well as the physical space.

Both teaching
One is not the assistant!

Why Co-Teach?

Co-Teaching Models

Benefits of co-teaching:
Students with disabilities can access to the general education curriculum within the general education setting
Students with disabilities will still receive specialized instruction
Students have opportunity to be taught in an intense, individualized manner
Greater instructional intensity and differentiated instruction
Teachers will learn from each other’s expertise
Reduces negative stigma regarding pull-out programs
Students with disabilities feel more connected with peer group

Co-Teaching Models

6 Steps to Successful Co-Teaching
Helping Special and Regular Education Teachers Work Together
By Natalie Marston, elementary special educator, Charles County, Maryland
Co-teaching can be a wonderful experience when planning and communication are in place beginning day one. Here are six steps I've found very helpful when preparing for a co-teaching experience.
The first step that you (the regular classroom teacher and the special education teacher) need to take is to establish a relationship -- even before the students enter the building. Get to know each other on a personal level. After all you will be together the entire year. What things do you have in common? Are you married? Children? Hobbies? Where did you grow up?

When the two of you have a comfortable relationship and rapport with each other, the children feel more comfortable in the classroom. Students can sense tension as well as harmony within the learning environment. A positive relationship will help minimize misunderstandings and motivate you to resolve problems before they escalate.
Establish Rapport
Identify your teaching styles and use them to create a cohesive classroom.
Are you a hands-on teacher who loves doing experiments and using manipulatives, never to open a textbook? While your co-teacher needs to use the textbooks first and then supplement with experiments and manipulatives?

How do you manage behaviors? What are your discipline styles?

Instructional and discipline styles are just two factors you need to examine so that you can combine the best of both of your styles to create a cohesive classroom. You need to find a balance that makes everyone comfortable.

When you plan lessons together, you can use your two styles to complement one another and thus enhance the lessons and the delivery of instruction. You create a cohesive classroom with consistent expectations when both of you are on the same page with instruction and discipline styles.
Discuss strengths and weaknesses.
How can you utilize each instructor’s strengths and weaknesses? A good way to do this is to have each of you make a list of strengths, weaknesses, likes, and dislikes. Then take the lists and compare them and highlight the strengths that are dominant for one teacher and allow that person to be the lead teacher in those areas. By using these strengths, you can differentiate your instruction to meet the needs of a larger group more frequently within the classroom as well as allowing for individualized instruction.
Discuss Individualized Education Plans and regular education goals.
To create Individualized Education Plans (IEPs), the special educator needs to involve the regular educator in the special education process. Students in special education belong to both educators, so the general educator must be informed about the IEP for each child. Otherwise, the two of you cannot effectively execute the plans. It's difficult to educate a child if you are unaware of his or her special needs. It is important to discuss the modifications and accommodations as well as the goals and objectives to ensure student success in the classroom. The special and regular education teacher can then work together in meeting the student’s goals and ensuring adequate progress.

In the same way, the regular education teacher should discuss with the special education teacher his or her goals for the regular students, as the regular education students belong to the special education teacher as well. Both educators should be addressing the goals, objectives, and mandatory curriculum for that grade level.
Formulate a plan of action and act as a unified team.
You have to make decisions constantly throughout the year, so if you formulate a plan of action in the beginning of the year, disruptions will be minimal.

Consider the following items in your plan of action:

Expected classroom behaviors
Classroom procedures, such as class work and homework policies, turning in work
Consequences of not following rules and procedures
Communication between home and school

Talk about what you will tolerate as well as how you will respond to actions that are not acceptable. Be consistent when dealing with parents, and meet as a team for conferences with them. Determine your roles in advance so that you do not contradict each other or foster misunderstandings during the meeting.
Take risks and grow.
A wonderful aspect of co-teaching is that it allows you to take risks, learn from each other, and grow as professionals.

Co-teaching provides a safety net when you take risks in your instruction. When you try something new and it doesn't work, you have another teacher in the room who can step in with another technique or lesson that works, or point out the area of difficulty, or assist in redirecting the lesson. When you are the only teacher in the room and a lesson bombs, you often have to stop and move on and then analyze later why the lesson fell apart -- without the assistance of someone else in the room observing the lesson.
Description of Activity:
The learner will choose a topic related to instruction and interventions for learners on the Autism Spectrum. Research this topic to find five recent scholarly articles (published within the last 5 years) and write an annotated bibliography that includes: an introduction to the topic, annotated bibliography, and a conclusion that includes the implications of this research for instruction and interventions. Address factors such as gender, socio-economic status, and familial, cultural, and linguistic diversity and their relation to the evaluation, planning, and programing process for students with Autism Spectrum Disorder and how these factors influence the instruction and interventions selected. Paper must be in APA format.

Competencies Met:
This activity will ensure that you have met the following state standards:

Submission: Blackboard, Course Menu, Activities

Supplemental materials to be used for completion of activity:
Appendix 2
Appendix 3
Sample Annotated Bibliography

Points Possible: 10
Set of principles for curriculum development
Provides all individuals equal opportunities to learn

Blueprint for creating instructional goals, methods, materials, and assessments that work for all
Flexible approaches
Adjusted for individual needs

Universal Design for Learning
Three areas important for all students-within RtI framework, special education, etc.-

Students with autism, can be difficult (i.e., taking from senses- focusing too much on one area…..organizing can be difficult- can’t relate topics, see as a whole, etc.…..what motivates them? May not be the social motivation we see in other students)

Should focus on presenting information in a way that is easily understandable- such as with visuals, etc. Differentiate to ability level- Stimulate interest (ok to incorporate their interest into topics..)

Some students may have strengths and weaknesses within different areas of learning

Will look at technology with UDL and more resources during EDSE 662

Universal Design for Learning
What is my goal?
What barriers in classroom/curriculum?
How can I break down these barriers?

Representation- ask students to give some examples:
Graphic organizers, background knowledge, visuals, audio, bigger, louder

Models, feedback, choice

Motivations- choice, reward, checklists, vary assignment difficulty (momentum)

Universal Design for Learning
So, how do we actually put this into practice?

UDL Resources and Guidelines

Why should we invest time into this?
To support all students

Banks’ Multicultural Education Pyramid
Contributions- least amount of involvement in multicultural education approaches- incorporated by selecting books and activities that celebrate holidays, heroes, and special events from various cultures- example: reading about Martin Luther King day

Additive: content, concepts, themes, and perspectives are added to the curriculum without changing its basic structure. Incorporating literature by and about people from diverse cultures into the mainstream curriculum. Example- looking at the perspective of a Native American about Thanksgiving

Transformation: actually changes the structure of the curriculum and encourages students to view concepts, issue, themes, and problems from several ethnic perspectives and points of view. Example- unit on Thanksgiving would become an entire unit exploring cultural conflict- critical thinking

Social Action: combines transformation with activities to strive for social change. Students may not only instructed to understand and question social issues, but to also do something about the importance of it. For example- after participating in a unit about recent immigrants to North America, students may write letters to senators, Congress, and newspaper editors to express their opinions about new policies

4 approaches
Contributions Approach
Additive Approach
Transformative Approach
Social Action Approach

Intercultural Competence

Note: Important when dealing with students, teachers, parents
Intercultural competence
Combination of attitudes, knowledge, understanding and skills

Assists individuals to:
Understand/respect people of different cultural affiliations
Respond appropriately, effectively, and respectfully when interacting with others
Establish positive and constructive relationships
Understand oneself and one’s own multiple cultural affiliations

Intercultural Competence Activity
Intercultural Competence
As a fifth-grader, Sally receives special education services for ASD. She has strong math fact skills but has difficulties with reading. She reads at a beginning third-grade level and is still trying to master writing simple sentences with correct syntax. Her communication skills score significantly below age level, specifically in expressive vocabulary and comprehension of figurative and abstract language concepts. She has difficulty understanding verbal directions. She also has difficulty with social interactions, including maintaining topic of conversation. She loves to play the piano and enjoys reading about musicians. Sally’s speech/language pathologist is collaborating with the case manager to focus on developing Sally’s vocabulary and language comprehension skills and to use age-appropriate syntax.

Think, then move ahead to next slide
Apply the three components of UDL to provide examples of ways to enhance Sally’s learning

Apply the three components of UDL to provide examples of ways to enhance Sally’s learning
Multiple means of representation: video presentations for subject-matter content; highlighted vocabulary in subject matter content, such as science and social studies materials; main ideas offered through graphic organizers and concept mapping (e.g., Education Oasis); speech-to-text options (e.g., Click, Speak and AIM Explorer); pre-teaching opportunities for new vocabulary and concepts; color shading used for emphasis; use of Visuwords for vocabulary development.

Multiple means of action and expression: animated digital coaches (i.e., animated characters that appear on screen to offer support or simply information) to help with comprehension; models of expert performance using differing approaches; outlines of subject matter content; use of Interactives: Elements of a Story to teach narrative structures; use of Writing Funby Jenny Eather to develop expressive writing skills.

Multiple means of engagement: creation of voice avatars (i.e., a vocal character representing a real person) for digital text presentation (e.g., Voki); choice of topics for projects (including soccer and music, as appropriate); simple self-monitoring checklists; curriculum handouts for students to self-assess completion and accuracy; frequent feedback; use of computer software to teach early reading skills (e.g., Starfall); paired peers to share small-group activities; use of CAST UDL Book Builder to create engaging topical books for science and social studies projects.

Co-morbid psychopathology and co-occurring disabilities overview
Co-Teaching Models
Annotated Bibliography Presentations
Universal Design for Learning
Banks’ Multicultural Education Pyramid
In Class Activity- Intercultural Competence
Next Week
Reading Due (McCoy):
Chapter 8 Families and Parents: Involvement, Support, and Management
Chapter 9 Early Childhood Education for Children with ASD: An Overview
Chapter 10 ABC’s in ASD: Reading Strategies
Chapter 11 Written Expression: Why is it Difficult and What Can be Done
Chapter 12 Mathematics: Instructional Considerations and Interventions
Chapter13 Transitioning and Postsecondary Life

Respond through VoiceThread
ASD Health, Safety, and Family Dynamics

Application Window Opens
for EDSE 684: Practicum ASD on SPEDsite
FBA - Activity
You and a partner will take turns interviewing as the case manager for a student requiring an FBA.
You will have the Supplemental Student Profile/History to start with and an outline to complete as you ask interview questions.
You will then interview your peer who assumes either the Teacher (SLP), or Teacher (CM) role.
After your interview, you and your partner switch roles and you assume the other role to complete the interviews.
At the end, compare your notes and review the Student Interview information and add combine all your findings together.
You can either do this through google Chat, over the phone or meet up your partner for coffee to complete the interviews.

Please do not click on Teacher Response guides until the activity is completed.
Go into Blackboard To find the Documents. Make sure you are logged into your SMU email so you can open up the gDocs.
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