Scott, M. Terrance, Bucalos, Anne, Liaupsin, Carl, Nelson Michael C., Jolivette, Kristine, DeShea,
Lise. (2004). Using functional behavior assessment in general education settings: Making a case
for effectiveness and efficiency. Behavioral Disroders, 29(2), 189-201. Retrieved from:
http://www.ccbd.net/behavioraldisorders/Journal/index.cfm
The article I chose this week discusses how an FBA is an effective tool to help in implementing the intervention plan however, the procedures to proactively implanting the plan poses significant barriers in the general education setting.
"In the school context, efficiency refers to the ease with which school personnel can implement the FBA process within the scope of their typical school duties and time limitations (Scott, Bucalos, Liaupsin, Nelson, Jolivette, DeShea, 2004)." Rather than only special education teachers being able to implement the FBA process but that it would be helpful if all staff was adequetley trained. This type of shift could help to address problem behaviors in a more positive way rather than with negative consequences. The concern is that would staff be trained in a way and at a level to where valid and useful assessments take place? " Although we are careful not to suggest the abandonment of traditional FBA methodology in schools, we believe that the circumstances suggest two options: 1. Develop more efficient and effective ways of delivering staff training for implementing traditional FBA methodologies in public school settings. 2. Develop and validate more efficient user friendly methodologies as alternatives to more rigorous traditional procedures (Scott, Bucalos, Liaupsin, Nelson, Jolivette, DeShea, 2004)."
This article also discusses finding several hundred articles and studies using key words such as functional assessment and functional behavior assessment. 12 articles met criteria for inclusion in a review. One was that the study was done in a school setting, students who participated were between 5 and 21 years old and a diagnosis of E/BD or at risk for E/BD or with mild disabilities. A total of 26 students were assessed in 12 separate studies. A variety of FBA methods were used. All produced positive results with decreasing the problem behaviors. Some of the information about any special conditions were not discussed in the reviews.
This article is not saying it disagrees with the current methods of using FBAs but trying to make it so that all school personnel can implement them is key. This way they can be done in a timely manner without all the pressures put on a few people.
There are a lot of steps in using an FBA correctly and effectively and with more than one person able to help with multiple children to assess, information can be shared quickly and a plan in place quicker.
Monday, November 16, 2015
Saturday, November 7, 2015
Transition Planning for Students with High Incidence Disabilities
Mazzotti, Valerie L., Rowe, Dawn A., Kelley, Kelly R., Test, David W., Fowler, Catherine H.,
Kohler, Paula D., and Kortering, Larry J. (2009). Linking transition assessment and
postsecondary goals. TEACHING Exceptional Children, 42(2), 44-51.
This particular article goes into great detail about the key elements of the transition process as it pertains to planning for middle school, secondary, and postsecondary education. Some of this information was discussed in this weeks screencasts about postsecondary transition planning. This article discusses the role of the transition planning, transition assessment as a guide for postsecondary goals, writing measurable postsecondary goals, aligning postsecondary goals with transition services, and aligning annual IEP goals with transition services and postsecondary goals. Our chapter reading discussed these topics however, this article gives much more detail about the process. What I found most interesting was the information about meeting the requirements of indicator 13. According to Kortering (2009) "as outlined by IDEA 2004, the Office of Special Education Programs began requiring states to submit data on 20 indicators for Part B. These were to ensure states were meeting the guidelines of IDEA". (p.45) The article gives a checklist for states to use for collecting their data. There are eight items related to transition for students. The checklist is a series of eight questions to be answered as a yes or no weather it is for education or training, employment, or independent living. This indicator 13 checklist must also show evidence that the student was invited to the meeting. There is an entire page devoted to what this checklist looks like.
Also in this article is a graphic explaining the steps in the transition planning process as a flow chart. This graphic was a great breakdown of how the transition planning looks.
I thought this was a great article considering the information we are currently discussing. It will be a great resource as we plan our postsecondary plans for our upcoming project.
Kohler, Paula D., and Kortering, Larry J. (2009). Linking transition assessment and
postsecondary goals. TEACHING Exceptional Children, 42(2), 44-51.
This particular article goes into great detail about the key elements of the transition process as it pertains to planning for middle school, secondary, and postsecondary education. Some of this information was discussed in this weeks screencasts about postsecondary transition planning. This article discusses the role of the transition planning, transition assessment as a guide for postsecondary goals, writing measurable postsecondary goals, aligning postsecondary goals with transition services, and aligning annual IEP goals with transition services and postsecondary goals. Our chapter reading discussed these topics however, this article gives much more detail about the process. What I found most interesting was the information about meeting the requirements of indicator 13. According to Kortering (2009) "as outlined by IDEA 2004, the Office of Special Education Programs began requiring states to submit data on 20 indicators for Part B. These were to ensure states were meeting the guidelines of IDEA". (p.45) The article gives a checklist for states to use for collecting their data. There are eight items related to transition for students. The checklist is a series of eight questions to be answered as a yes or no weather it is for education or training, employment, or independent living. This indicator 13 checklist must also show evidence that the student was invited to the meeting. There is an entire page devoted to what this checklist looks like.
Also in this article is a graphic explaining the steps in the transition planning process as a flow chart. This graphic was a great breakdown of how the transition planning looks.
I thought this was a great article considering the information we are currently discussing. It will be a great resource as we plan our postsecondary plans for our upcoming project.
Sunday, November 1, 2015
High-Incidence Disabilities
Bouck, Emily C., Shurr, Jordan C., Tom, Kinsey, Jasper, Andrea D., Bassette, Laura, Miller, Bridget,
and Flanagan, Sara M. (2012). Fix it with TAPE: Repurposing technology to be assistive
technology for students with high-incidence disabilities. Preventing School Failure, 56(2),
121-128. Retrieved from http://ezproxy.trnty.edu:2553/10.1080/1045988X.2011.603396
The article I chose this week discussed how to repurpose technology to be assistive technology for students with high incidence disabilities. The article first described a teacher who in just one week, was struggling to find replacement assistive technology, calling to check on the status of equipment for a student, and listening to a parent explain that the assistive technology her son was using, is in need of repair and she no longer sees the minimal benefits for her son. That it is not worth the time and effort it takes to set up and use the device. In the end, the teacher realizes the importance of the technology for her students but knows that she needs to fix the problem of the seemingly inconsistent products. TAPE focuses on the principles of "transportable, available, practical, engaging".
The percentage of technological devices that people all over the world are using on a daily basis, especially those between the ages of 8 and 18 years, is becoming more prevalent. The devices that were mentioned were, cell phones, iPod, MP3 player and laptop. And as we all know, the amount of time spent on these devices daily, is high. Technology in the classroom benefits all students but, for those with a high-incidence disability, it can help improve academic progress even more. The term assistive technology refers to "any item, piece of equipment or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of a child with a disability" (Individuals With Disabilities Education Improvement Act, 2004, I.A. 602.1). Most of the assistive technology in the classrooms is limited to specifically marketed assistive technology, such as text-to-speech programs, word-prediction programs, and screen magnifiers (Edyburn, 2004). Students with high-incidence disabilities use assistive tech to be able to access the curriculum as there regular developing peers who do not use assistive tech.
The article goes on to explain how using other types of devices can be used for assistive technology and not just devices that are used solely for that purpose. One example given was the cell phone. This can be used in supporting students with life skills and promoting independence. There is an entire page that uses a chart to discuss how different types of technology can be used as assistive technology and exactly how. The last couple of pages of the article explain in detail how these devices would benefit a student, using them as assistive technology.
I thought this was a great article that easily lays out the different types of technology and how it can be used to help students with high-incidence disabilities. This specific framework can help teachers in selecting and implementing technology effectively for their students. I personally have not seen this particular idea used in my school but, it really is a great way to look at technology in a different way that would benefit students.
and Flanagan, Sara M. (2012). Fix it with TAPE: Repurposing technology to be assistive
technology for students with high-incidence disabilities. Preventing School Failure, 56(2),
121-128. Retrieved from http://ezproxy.trnty.edu:2553/10.1080/1045988X.2011.603396
The article I chose this week discussed how to repurpose technology to be assistive technology for students with high incidence disabilities. The article first described a teacher who in just one week, was struggling to find replacement assistive technology, calling to check on the status of equipment for a student, and listening to a parent explain that the assistive technology her son was using, is in need of repair and she no longer sees the minimal benefits for her son. That it is not worth the time and effort it takes to set up and use the device. In the end, the teacher realizes the importance of the technology for her students but knows that she needs to fix the problem of the seemingly inconsistent products. TAPE focuses on the principles of "transportable, available, practical, engaging".
The percentage of technological devices that people all over the world are using on a daily basis, especially those between the ages of 8 and 18 years, is becoming more prevalent. The devices that were mentioned were, cell phones, iPod, MP3 player and laptop. And as we all know, the amount of time spent on these devices daily, is high. Technology in the classroom benefits all students but, for those with a high-incidence disability, it can help improve academic progress even more. The term assistive technology refers to "any item, piece of equipment or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of a child with a disability" (Individuals With Disabilities Education Improvement Act, 2004, I.A. 602.1). Most of the assistive technology in the classrooms is limited to specifically marketed assistive technology, such as text-to-speech programs, word-prediction programs, and screen magnifiers (Edyburn, 2004). Students with high-incidence disabilities use assistive tech to be able to access the curriculum as there regular developing peers who do not use assistive tech.
The article goes on to explain how using other types of devices can be used for assistive technology and not just devices that are used solely for that purpose. One example given was the cell phone. This can be used in supporting students with life skills and promoting independence. There is an entire page that uses a chart to discuss how different types of technology can be used as assistive technology and exactly how. The last couple of pages of the article explain in detail how these devices would benefit a student, using them as assistive technology.
I thought this was a great article that easily lays out the different types of technology and how it can be used to help students with high-incidence disabilities. This specific framework can help teachers in selecting and implementing technology effectively for their students. I personally have not seen this particular idea used in my school but, it really is a great way to look at technology in a different way that would benefit students.
Monday, October 12, 2015
Multiple disabilities/Other Health Impairments
Jorgensen, Cheryl M., Lambert, Laurie, (2012). Inclusion means more than just being "in: planning
full participation of students with intellectual and other developmental disabilities in the general
education classroom. International Journal of Whole Schooling, (8)2, 21-36.
Retrieved from
http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ991531
The article I chose discussed a specific model to use when including students into the general education classroom. This article explained how the model works, how to find time to collaborate with other teachers about identified students, and how to support the students in the classroom. The disabilities that were discussed were multiple disabilities, intellectual disabilities, and autism.
The model described in this article is called The Beyond Access Model which promotes a students' full membership in the general education classroom and learning the same curriculum with the general education students. The Beyond Access Model consists of four iterative phases including a baseline needs assessment, exploring and describing best-guess team and student supports, systematic implementation of promising supports with data collection, and review and revision of student and team supports based on data analysis. It also includes comprehensive proessional development related to the Model' best practices (Jorgensen, McSheehan, & Sonnenmeier, 2010).
The article describes a ninth grade science teacher who is concerned about a student he will have in his classroom. The student has an I.Q. of 55 due to a rare chromosomal condition that made her legally blind, unsteady balance and at times, challenging behavior. Using The Beyond Access Model, the first step is to answer five questions that all members of the team have input on. The questions are: 1. What is the general education instructional routine?
2. What are students without disabilities doing to participate in he instructional routine?
3. Can the student with the disability participate in the same way in all components of the instructional routine or does the student need an alternate way to participate?
4. What supports does the student need to participate using alternate means?
5. Who will prepare the supports?
The science teacher prepares the student by discussing lessons, and what will be covered in science class. As well as other members of the team who help support this student. The questions are put into a chart and answered so there is a clear view of how to support the student in the science classroom. The other student in this article is a kindergartener with autism who used echolalic speech, was bilingual, legally bling, and had sensitivities to noise and light. The same questions were used to plan in supporting this student in the general classroom as well.
This article goes on to explain key components of the Beyond Access instructional planning process. These were described as, having high expectations for all students, planning for participation in typical instructional routines, grounding the process in what students without disabilities are doing, and finding time for instructional planning meetings.
This model was first used in New Hampshire from 2002-2008 and has been adopted in several other U.S. states. There was a very good response from those schools who first adopted it during those years listed above. Of course with any new idea, there are things that could be changed or fixed to work better.
In my opinion, I feel like teachers do this on a pretty regular basis. We don't call it the "Beyond Access Model" but, we are always collaborating with other teachers about our students and how better to support them. Not always students with disabilities but all students. There are many students without IEPs who need extra support and sometimes the special education teacher has information to help the gen ed teacher with that. Or maybe the teacher from the previous year has strategies that will help the same student this year. I felt like this article just put to paper what happens all the time and gave it an official name. However, sometimes when you put the obvious on paper, and answer some basic questions to help facilitate the conversations on how best to support specific students, it keeps the team on track and a nice record of what was done previously. It's a good way to see what has worked and what has not. In this weeks reading, near the end of chapter 9, there are keys to successful inclusion. These are all things to consider when using the Beyond Access Model.
full participation of students with intellectual and other developmental disabilities in the general
education classroom. International Journal of Whole Schooling, (8)2, 21-36.
Retrieved from
http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ991531
The article I chose discussed a specific model to use when including students into the general education classroom. This article explained how the model works, how to find time to collaborate with other teachers about identified students, and how to support the students in the classroom. The disabilities that were discussed were multiple disabilities, intellectual disabilities, and autism.
The model described in this article is called The Beyond Access Model which promotes a students' full membership in the general education classroom and learning the same curriculum with the general education students. The Beyond Access Model consists of four iterative phases including a baseline needs assessment, exploring and describing best-guess team and student supports, systematic implementation of promising supports with data collection, and review and revision of student and team supports based on data analysis. It also includes comprehensive proessional development related to the Model' best practices (Jorgensen, McSheehan, & Sonnenmeier, 2010).
The article describes a ninth grade science teacher who is concerned about a student he will have in his classroom. The student has an I.Q. of 55 due to a rare chromosomal condition that made her legally blind, unsteady balance and at times, challenging behavior. Using The Beyond Access Model, the first step is to answer five questions that all members of the team have input on. The questions are: 1. What is the general education instructional routine?
2. What are students without disabilities doing to participate in he instructional routine?
3. Can the student with the disability participate in the same way in all components of the instructional routine or does the student need an alternate way to participate?
4. What supports does the student need to participate using alternate means?
5. Who will prepare the supports?
The science teacher prepares the student by discussing lessons, and what will be covered in science class. As well as other members of the team who help support this student. The questions are put into a chart and answered so there is a clear view of how to support the student in the science classroom. The other student in this article is a kindergartener with autism who used echolalic speech, was bilingual, legally bling, and had sensitivities to noise and light. The same questions were used to plan in supporting this student in the general classroom as well.
This article goes on to explain key components of the Beyond Access instructional planning process. These were described as, having high expectations for all students, planning for participation in typical instructional routines, grounding the process in what students without disabilities are doing, and finding time for instructional planning meetings.
This model was first used in New Hampshire from 2002-2008 and has been adopted in several other U.S. states. There was a very good response from those schools who first adopted it during those years listed above. Of course with any new idea, there are things that could be changed or fixed to work better.
In my opinion, I feel like teachers do this on a pretty regular basis. We don't call it the "Beyond Access Model" but, we are always collaborating with other teachers about our students and how better to support them. Not always students with disabilities but all students. There are many students without IEPs who need extra support and sometimes the special education teacher has information to help the gen ed teacher with that. Or maybe the teacher from the previous year has strategies that will help the same student this year. I felt like this article just put to paper what happens all the time and gave it an official name. However, sometimes when you put the obvious on paper, and answer some basic questions to help facilitate the conversations on how best to support specific students, it keeps the team on track and a nice record of what was done previously. It's a good way to see what has worked and what has not. In this weeks reading, near the end of chapter 9, there are keys to successful inclusion. These are all things to consider when using the Beyond Access Model.
Monday, October 5, 2015
Autism Spectrum Disorders
Kase, Colleen, Mandell, David S., Nahmias, Allison S. (2014). Comparing cognitive outcomes
children with autism spectrum disorders receiving community-based early intervention in one
of three placements. Autism, 18(3), 311-320. Retrieved from
http://ezproxy.trnty.edu:2553/10.1177/1362361312467865
This was a very interesting article. I currently work as a Parent Educator and I run a birth to three program. My program "piggy backs" off the pre-k program when it comes to field trips, parent nights, etc. The pre-k program uses a blended model which means we no longer have a separate classroom for children with IEPs beyond speech but rather, those students are included with their regular developing peers.
This article looked at cognitive outcomes of students with autism spectrum disorder who were in one of three early intervention placements. The article describes the general background of the students, race, and location subjects were taken from. The three different placements discussed were, inclusive, mixed disability and autism-only preschool early intervention in an urban community. With each group, the amount of hours and days per week attended at the preschool was discussed. The amount of preschool attended per week in an inclusion setting ranged from three hours a day, three days a week and up to six hours a day, five days a week. Special services in all settings were speech, physical therapy and occupational therapy. Theses services ranged in frequency depending on the setting. In the mixed disabilities classes, students attended between two and three hours a day for three days a week, however the number of days per week varied between two and five. Again, students received speech therapy, physical therapy, and occupational therapy. In the autism-only classes, there were three programs that had autism-support. Two of the programs used the Creative Curriculum paired with ABA instructional and behavior management strategies. Some students were pulled out of the classroom and received one-to-one ABA for half of the program day. In these classrooms, students attended for five hours a day five days a week.
The article explains all of the specifics of the testing data, the specific background of the students, and the exact outcomes. The relative benefit of inclusive preschool placement over mixed disability placements on cognitive outcomes was particularly apparent among children with more sever social impairments, with lower adaptive behavior skills, and with at least some expressive or receptive communication (Kase, Mandell, Nahmias, 2014) This article did not specify the severity of the students with autism spectrum disorder. I personally believe that this needs to be considered.
children with autism spectrum disorders receiving community-based early intervention in one
of three placements. Autism, 18(3), 311-320. Retrieved from
http://ezproxy.trnty.edu:2553/10.1177/1362361312467865
This was a very interesting article. I currently work as a Parent Educator and I run a birth to three program. My program "piggy backs" off the pre-k program when it comes to field trips, parent nights, etc. The pre-k program uses a blended model which means we no longer have a separate classroom for children with IEPs beyond speech but rather, those students are included with their regular developing peers.
This article looked at cognitive outcomes of students with autism spectrum disorder who were in one of three early intervention placements. The article describes the general background of the students, race, and location subjects were taken from. The three different placements discussed were, inclusive, mixed disability and autism-only preschool early intervention in an urban community. With each group, the amount of hours and days per week attended at the preschool was discussed. The amount of preschool attended per week in an inclusion setting ranged from three hours a day, three days a week and up to six hours a day, five days a week. Special services in all settings were speech, physical therapy and occupational therapy. Theses services ranged in frequency depending on the setting. In the mixed disabilities classes, students attended between two and three hours a day for three days a week, however the number of days per week varied between two and five. Again, students received speech therapy, physical therapy, and occupational therapy. In the autism-only classes, there were three programs that had autism-support. Two of the programs used the Creative Curriculum paired with ABA instructional and behavior management strategies. Some students were pulled out of the classroom and received one-to-one ABA for half of the program day. In these classrooms, students attended for five hours a day five days a week.
The article explains all of the specifics of the testing data, the specific background of the students, and the exact outcomes. The relative benefit of inclusive preschool placement over mixed disability placements on cognitive outcomes was particularly apparent among children with more sever social impairments, with lower adaptive behavior skills, and with at least some expressive or receptive communication (Kase, Mandell, Nahmias, 2014) This article did not specify the severity of the students with autism spectrum disorder. I personally believe that this needs to be considered.
Monday, September 28, 2015
Emotional Disorders
Adkins-Rogers, Diana L. (2002). Language processing in children with emotional disorders.
Behavioral Disorders, 29(1), 43-47. Retrieved from
http://www.ccbd.net/behavioraldisorders/Journal/Journal.cfm?BDID=8184F5EC-3048-2906-
B4DCC568DC4927C8
This article explores the language processing ability of children with emotional disorders who have preexisting language delays (ED/LA) to determine whether language difficulties in this population are internal biological features rather than due to environmental variables such as lack of language stimulation in the home.(Adkinson-Rogers,2003) A comparison group consisting of children with ED but without language delays was used to determine whether language processing may be a critical factor in the occurrence of language delays in children with ED. (Adkinson-Rogers,2003)
The details of the participants was explained as having 19 students in the comparison group and in the group of students who had an emotional disorder. There were more boys in both groups than girls. The ethnicity was also included and the IQ of all students was within a normal range. All students attended a full-time special education program for children with emotional disorders.
All students were chosen based on their preexisting emotional disorders. The two groups consisted of emotional disorders without language disorders and one with language disorders. The author hypothesized a significant language processing ability between the two groups and the group having both an emotional disorder and a language delay, would have more difficulties.
Without even reading all of the information, I felt like this was obvious. To me it just makes sense that someone with an emotional disorder and a language delay, would have processing issues as well. The groups were given two different language assessments and the information to the assessments was listed in two different charts. The conclusion was that those with only the emotional disorder, language processing was a variable but those with an emotional disorder and language delay had mild processing limitations. It was then concluded that a larger test group should be conducted and further evaluation for the students with both an emotional disorder and language delay.
Again, I find this to be helpful for both regular education classes as many students who have an emotional disorder will be in the general education class. So, having this knowledge could help to identify language issues and plan accordingly.
Behavioral Disorders, 29(1), 43-47. Retrieved from
http://www.ccbd.net/behavioraldisorders/Journal/Journal.cfm?BDID=8184F5EC-3048-2906-
B4DCC568DC4927C8
This article explores the language processing ability of children with emotional disorders who have preexisting language delays (ED/LA) to determine whether language difficulties in this population are internal biological features rather than due to environmental variables such as lack of language stimulation in the home.(Adkinson-Rogers,2003) A comparison group consisting of children with ED but without language delays was used to determine whether language processing may be a critical factor in the occurrence of language delays in children with ED. (Adkinson-Rogers,2003)
The details of the participants was explained as having 19 students in the comparison group and in the group of students who had an emotional disorder. There were more boys in both groups than girls. The ethnicity was also included and the IQ of all students was within a normal range. All students attended a full-time special education program for children with emotional disorders.
All students were chosen based on their preexisting emotional disorders. The two groups consisted of emotional disorders without language disorders and one with language disorders. The author hypothesized a significant language processing ability between the two groups and the group having both an emotional disorder and a language delay, would have more difficulties.
Without even reading all of the information, I felt like this was obvious. To me it just makes sense that someone with an emotional disorder and a language delay, would have processing issues as well. The groups were given two different language assessments and the information to the assessments was listed in two different charts. The conclusion was that those with only the emotional disorder, language processing was a variable but those with an emotional disorder and language delay had mild processing limitations. It was then concluded that a larger test group should be conducted and further evaluation for the students with both an emotional disorder and language delay.
Again, I find this to be helpful for both regular education classes as many students who have an emotional disorder will be in the general education class. So, having this knowledge could help to identify language issues and plan accordingly.
Sunday, September 20, 2015
Intellectual Disabilities
Malone-Cannella, Helen I., Konrad, Moira, and Pennington, Robert C. (2015). ACCESS! teaching
writing skills to students with intellectual disability. Teaching Exceptional Children, 47(5), 272-
280. Retrieved from
http://ezproxy.trnty.edu:2553/10.1177/0040059915580032
This article discusses how teachers can help students with intellectual disabilities be better writers. In the abstract it explains how a teacher focused mainly on a life skills curriculum but realized that she needed to include some academic skills as well. Specifically, this article focuses on ACCESS: accommodations and assistive technologies, concrete topics, critical skills, explicit instruction, strategy instruction, systematic evaluation. Teaching these components of ACCESS, will help students become better writers when they need to write to communicate outside of the classroom such as a work place.
Often in this article certain supports are used in the components of ACCESS that could benefit students without intellectual disabilities. The use of graphic organizers was mentioned several times. As a regular education teacher, I have used graphic organizers in my classroom to help students during the writing process to organize their thoughts before they start writing. The article also talked about "breaking down writing assignments into manageable chunks". This is definitely true with students who do not have intellectual disabilities. As teachers we generally don't give a prompt and tell students to hand in a final draft in a couple of days. There are steps that should be taken. Organize thoughts, maybe by using an organizer, use the information from the graphic to make an outline, rough draft and then the final copy. In the lower grades, this can take several days, if not a couple of weeks. Many of the accommodations made a lot of sense. Rather than giving an abstract topic to write on which is a struggle for students with intellectual disabilities, make the topic more concrete. This was a great suggestion that I would not have thought about. The article even gave some great examples on how to take an abstract topic and make it a concrete one. I always love examples to help me "see" how to do something. Another important thing to remember when teaching writing to students with intellectual disabilities is to make sure the assignment can be applied outside the classroom.
I think this is a great article that mentions many supports that teachers are already using. There are many more components to ACCESS that seem easy to implement when teaching those with intellectual disabilities. There are also components that may be very time consuming to use but, effective none the less. I thought this was a great article with helpful information and again much can be used in a general education classroom.
writing skills to students with intellectual disability. Teaching Exceptional Children, 47(5), 272-
280. Retrieved from
http://ezproxy.trnty.edu:2553/10.1177/0040059915580032
This article discusses how teachers can help students with intellectual disabilities be better writers. In the abstract it explains how a teacher focused mainly on a life skills curriculum but realized that she needed to include some academic skills as well. Specifically, this article focuses on ACCESS: accommodations and assistive technologies, concrete topics, critical skills, explicit instruction, strategy instruction, systematic evaluation. Teaching these components of ACCESS, will help students become better writers when they need to write to communicate outside of the classroom such as a work place.
Often in this article certain supports are used in the components of ACCESS that could benefit students without intellectual disabilities. The use of graphic organizers was mentioned several times. As a regular education teacher, I have used graphic organizers in my classroom to help students during the writing process to organize their thoughts before they start writing. The article also talked about "breaking down writing assignments into manageable chunks". This is definitely true with students who do not have intellectual disabilities. As teachers we generally don't give a prompt and tell students to hand in a final draft in a couple of days. There are steps that should be taken. Organize thoughts, maybe by using an organizer, use the information from the graphic to make an outline, rough draft and then the final copy. In the lower grades, this can take several days, if not a couple of weeks. Many of the accommodations made a lot of sense. Rather than giving an abstract topic to write on which is a struggle for students with intellectual disabilities, make the topic more concrete. This was a great suggestion that I would not have thought about. The article even gave some great examples on how to take an abstract topic and make it a concrete one. I always love examples to help me "see" how to do something. Another important thing to remember when teaching writing to students with intellectual disabilities is to make sure the assignment can be applied outside the classroom.
I think this is a great article that mentions many supports that teachers are already using. There are many more components to ACCESS that seem easy to implement when teaching those with intellectual disabilities. There are also components that may be very time consuming to use but, effective none the less. I thought this was a great article with helpful information and again much can be used in a general education classroom.
Saturday, September 12, 2015
Learning Disabilites
Narkon, Drue E., Wells, Jenny C. (2014). Improving Reading Comprehension for Elementary
Students With Learning Disabilities: UDL Enhanced Story Mapping. Preventing School
Failure, 57(4), 231-239. Retrieved from
http://ezproxy.trnty.edu:2553/10.1080/1045988x.2012.726286
This article explains how students without a learning disability understand written text. Then explains how students with a learning disability struggle with understanding the same text. The article explains that using the universal design for learning (UDL) in instruction and story-mapping as a strategy, can help students who have a reading disability understand narrative text. The article gives examples of story-mapping, UDL principles, associated guidelines, and instructional strategies for implementation, UDL resources, and even a lesson example complete with what questions to ask students.
I can see how this would be extremely helpful for students struggling with reading and also keep those who are not struggling, engaged. I have used story-mapping in my classroom in the past but the article gives other suggestions on how to let students fill in the map. Those struggling with writing, can cut pre-printed sentences rather than write them. This would also be useful for younger grades. This makes very clear all the elements of a story, breaking it down and seeing it on paper. I have noticed when using a story map that students who don't always participate, will participate and understand the story much easier when it is broken down in this way.
I very much agree with this article. It is useful to use for all students in the classroom and not just those with learning disabilities. I appreciated the explanation of the UDL and how it helps to reach all students in different ways. I also liked the example lesson and exactly what questions to be asking the class.
Students With Learning Disabilities: UDL Enhanced Story Mapping. Preventing School
Failure, 57(4), 231-239. Retrieved from
http://ezproxy.trnty.edu:2553/10.1080/1045988x.2012.726286
This article explains how students without a learning disability understand written text. Then explains how students with a learning disability struggle with understanding the same text. The article explains that using the universal design for learning (UDL) in instruction and story-mapping as a strategy, can help students who have a reading disability understand narrative text. The article gives examples of story-mapping, UDL principles, associated guidelines, and instructional strategies for implementation, UDL resources, and even a lesson example complete with what questions to ask students.
I can see how this would be extremely helpful for students struggling with reading and also keep those who are not struggling, engaged. I have used story-mapping in my classroom in the past but the article gives other suggestions on how to let students fill in the map. Those struggling with writing, can cut pre-printed sentences rather than write them. This would also be useful for younger grades. This makes very clear all the elements of a story, breaking it down and seeing it on paper. I have noticed when using a story map that students who don't always participate, will participate and understand the story much easier when it is broken down in this way.
I very much agree with this article. It is useful to use for all students in the classroom and not just those with learning disabilities. I appreciated the explanation of the UDL and how it helps to reach all students in different ways. I also liked the example lesson and exactly what questions to be asking the class.
Saturday, September 5, 2015
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