1. The
edTPA:
Session
5:
Addressing
the
Needs
of
Students
with
Special
Needs
Hunter
College
School
of
Education

2. A
brief
legal
history
 Educa&on
for
all
Handicapped
act
1975
 Americans
with
Disabili&es
Act
1990
 Provision
of
supports
in
the
most
integrated
se@ng
 Present
day
Individuals
with
Disabili&es
in
Educa&on
Act
 Least
Restric&ve
Environment
(LRE)
 Free
and
Appropriate
Educa&on
(FAPE)
 Individualized
Educa&on
Plan


3. Individualized
Education
Plan
 Provided
to
students
who
fall
under
one
of
13
diagnos&c
categories
 Individualized
goals
for
each
student
 Related
services
 Occupa&onal
Therapy,
Physical
Therapy,
Speech
Therapy,
Counseling,
Para
educator…
 Supplementary
aids
and
services
 Examples:
Modifica&ons
to
curriculum,
Assis&ve
Technology,
Copy
of
class
notes,
Large
print
materials,
Exams
read
aloud…

4. A
little
information
about
504
plans
 Students
may
have
a
504
if
they
have
a
disability
which
does
not
impact
their
learning
enough
to
be
covered
under
IDEA,
but
s&ll
requires
accommoda&ons
 These
accommoda&ons
might
include
such
things
as
extended
&me,
refocusing
and
redirec&on,
ques&ons
read
and
re
phrased,
and
color
coded
materials

5. Response
to
Intervention
(RTI)
 RTI
is
a
mul&
level
support
system
designed
to
offer
degrees
of
interven&on
to
all
students
 RTI
process
includes
universal
screening
 Struggling
students
are
provided
with
interven&ons
and
monitored

Tier
1-­‐
High
quality
instruc&on,
screening
a
group
interven&ons

Tier
2-­‐
Targeted
interven&ons

Tier
3-­‐
Intensive
interven&ons,
Comprehensive
evalua&on

6. To
Reach
and
Teach
Students
with
Disabilities
one
must:
 Be
masters
of
content
 Be
flexible
in
delivery
of
instruc&on
 Be
willing
and
able
to
collaborate
 Knowledgeable
about
human
difference
 Hold
high
expecta&ons
for
all
of
our
students
regardless
of
the
label
they
have
been
given

7. Having
students
with
disabilities
in
our
classrooms
…
 Is
o]en
an
eye
opening
experience
as
these
children
o]en
force
us
to
be
the
best
teachers
we
can
be
 Opens
up
the
classroom
to
en&rely
new
perspec&ves
within
our
curriculum
 Forces
us
to
find
new
ways
to
teach
familiar
topics
 Demands
that
we
consider
all
the
ways
we
influence
each
other
as
human
beings
 Shows
us
that
intelligence
is
far
from
linear

8. Helpful
Perspectives
for
Planning:
 Differen&ated
Instruc&on
 Content
 Process
 Product
 Universal
Design
 A
proac&ve
stance
 Eye
on
the
“big
picture”
`

9. A
few
more
perspectives
for
planning
 Blooms
Taxonomy
 Six
levels
of
ques&oning
 Simple
to
complex
 Gardner’s
Mul&ple
Intelligences
 Everyone
possesses
varying
types
of
intelligence
 Good
instruc&on
taps
on
several
of
these

10. And
for
instruction:
Building
on
student
strengths
 se
flexible
groupings
U
 ather
frequent
feedback
G
 vidence-­‐based
clearly
defined
objec&ves
for
all
E
students
 acilitate
meaningful
engagement
F

11. Assessment
should
involve:
 Forma&ve
assessments-­‐
ongoing
and
frequent
 Summa&ve
assessments-­‐
to
assess
growth
over
&me
 Evidence
of
differen&a&on
 Well
designed
rubrics

12. Students
with
gifts
and
talents
 According
to
the
Federal
Government,
“Gi]ed
and
Talented”
is
described
as:
“Students,
children,
or
youth
who
give
evidence
of
high
achievement
capability
in
areas
such
as
intellectual,
crea&ve,
ar&s&c,
or
leadership
capacity,
or
in
specific
academic
fields,
and
who
need
services
and
ac&vi&es
not
ordinarily
provided
by
the
school
in
order
to
fully
develop
those
capabili&es.”

13. Students
with
gifts
and
talents
 In
New
York,
a
mandated
learning
plan,
like
an
IEP
or
504
plan,
is
not
required
for
gi]ed
students
 Frequently,
you
will
have
students
who
have
been
iden&fied
as
gi]ed
and
may
have
already
mastered
the
learning
segment
and
central
focus
you
intended
to
teach.
 Remember,
just
because
a
student
is
iden&fied
gi]ed
in
math,
does
not
necessarily
mean
he/she
is
gi]ed
in
all
subject
areas.
 Likewise,
many
students
with
disabili&es
can
also
be
considered
gi]ed
and
talented

14. Some
approached
to
working
students
identified
as
gifted
and
talented
As
these
students
may
vary
in
terms
of
their
speed,
depth
of
engagement,
and
interest
in
curriculum
topics,
they
may
need
specialized
approaches
to
instruc&on—such
as
providing
opportuni&es
to
 ary
learning
ac&vi&es,
including
choices
V

Demonstra&on
of
learning
in
mul&ple
ways

Stories,
plays,
a
video,
a
booklet
and
so
on
 ffer
choices
through
curriculum
compac&ng
O

Pre
assessment
to
assess
curriculum
mastery

Op&on
for
addi&onal
inves&ga&ons
if
mastery
is
present
Develop
their
academic,
ar&s&c,
and
leadership
strengths
through


Self
directed
learning:
problem
finding
and
problem
solving
Elaborate,
complex,
and
in-­‐depth
inves&ga&ons
into
areas
of
student
interest
For
more
informa&on,
please
see:
The
Na&onal
Associa&on
for
the
Gi]ed
Website
at
www.nagc.org

15. Task
1:
Planning
for
Instruction
and
Assessment
 Be
clear
about
instruc&onal
objec&ves
 Align
plans
with
standards
and
IEP
goals
 Prepare
to
support
with
scaffolds
 Connect
with
focus
learners’
strengths
and
needs
 Prepare
graphic
organizers
 Prepare
sentence
starters
 Be
ready
with
differen&ated
materials
 Appeal
to
different
learning
styles
with
a
mul&sensory
approach

16. Task
2:
Instructing
and
Engaging
Students
in
Learning
Teacher
candidates
are
required
to
consider:
 Which
instruc4onal
strategies
support
the
development
of
a
skill
 How
instruc4on
can
be
differen4ated
by
readiness,
interest
and
or
learning
style
 Various
instruc4on
supports
communica4on
skills
 …
and
how
instruc4on
builds
on
strengths
to
build
competence
in
areas
of
weakness
 nstruc&on
builds
on
strengths
to
build
competence
I
in
areas
of
weakness

17. Task
3:
Assessing
Students’Learning

At
least
one
of
the
students
(in
your
3
submimed
student
work
samples)
must
have
specific
learning
needs

1.
Iden&fy
the
area
of
concern
or
area
of
struggle
 Interpreta&on
of
text
 Crea&on
of
wrimen
document
 Computa&onal
or
procedural

2.
Show
how
you
used
feedback
to
shape
your
approach
to
this
child’s
areas
of
struggle
 Provide
an
alternate
text
 Provide
a
graphic
organizer
 Connect
skill
to
area
of
interest
of
student
 Provide
procedural
support
or
alternate
approach

3.
Demonstrate
progress
toward
curricular
goals

18. Complete
the
chart
below
to
summarize
required
or
needed
supports,
accommodations,
or
modifications
for
your
students
that
will
affect
your
instruction
in
this
learning
segment
Students
with
Specific
Learning
Needs
IEP/504
Plans:
Classifica&ons/Needs
Number
of
Students
Supports,
Accommoda&ons,
Modifica&ons,
Per&nent
IEP
Goals
Example:
Visual
Processing
2
Close
monitoring,
large
print
text,
window
card
to
isolate
text
Example:
ADHD
4
Refocusing
and
redirec&on,
preferen&al
sea&ng,
posi&ve
behavior
support
plan,
tes&ng
in
separate
loca&on
Example:
Learning
disabled
3
Graphic
organizers
for
wrimen
work,
extended
&me,
ques&ons
clarified,
direc&ons
read
aloud

19. Complete
the
chart
below
to
summarize
required
or
needed
supports,
accommodations,
or
modifications
for
your
students
that
will
affect
your
instruction
in
this
learning
segment
Students
with
Specific
Learning
Needs
IEP/504
Plans:
Classifica&ons/Needs
Number
of
Students
Supports,
Accommoda&ons,
Modifica&ons,
Per&nent
IEP
Goals
Example:
Au&sm
1
Posi&ve
behavior
support
plan,
test
in
small
group
se@ng,
allow
for
answers
to
be
given
via
computer,
special
ligh&ng
Example:
ADHD
3
Provide
copy
of
class
notes,
test
in
separate
loca&ons,
ques&ons
read,
direc&ons
clarified,
calculator
use
Example:
Hearing
loss
1
Personal
hearing
device,
Personal
FM
system,
Extra
&me
for
processing
informa&on,
preferen&al
sea&ng,
note
taker

20. Spotlighting
Adolescent
Learners
 Strategies
we
have
suggested
so
far
are
equally
applicable
across
the
grade
1
through
12
curriculum.
To
state
the
obvious,
each
depends
upon
the
context
of
the
classroom
and
each
student’s
needs.
 That
said,
it
is
worthwhile
to
spotlight
adolescent
learners—
as
they
face
an
increasingly
complex
and
demanding
curriculum
with
ach
passing
grade.
 One
simple
approach
is
to
ask
yourself
what
you
may
need
to
change.
Is
it
the
rate,
the
volume,
or
the
complexity?

21. Spotlighting
Adolescent
Learners
 RATE
–
Can
you
increase
or
decrease
&me
demands
of
the
task?
 VOLUME
–
Can
you
increase
or
decrease
the
number
or
length
of
the
task?
 COMPLEXITY
–
Can
you
increase
the
complexity
of
the
task?

22. Spotlighting
Adolescent
Learners
 BE
STRATEGIC:
 Do
you
need
to
provide
an
ACCOMMODATION
or
an
INTERVENTION?
 Accommoda&on
=
go
around
a
problem
area
to
help
the
student
complete
a
task
 Interven&on
=
deliberately
target
a
problem
area
to
help
the
student
prac&ce
specific
skills
that
he
or
she
needs
to
build
up.
For
more
informa&on:
see
“ Teaching
Every
Adolescent
Every
Day:
Learning
in
Diverse
Middle
and
High
School
Classrooms”
by
Deshler,
Schumaker,
Harris,
&
Graham.

23. Resources
on
Inclusion
of
Students
with
Disabilities
–
page
1
of
3
 hmp://arisecoali&on.org/
 Coali&on
to
support
inclusion
of
people
with
disabili&es
 hmp://www.inclusion-­‐ny.org/files/nyctaskforce-­‐book.pdf
 Free
booklet
on
Inclusion
in
New
York
State
 hmp://www.bcatml.org/POT/inclusive.pdf
 Ar&cle
on
Inclusive
Educa&on
 hmp://www.inclusion.com/resliteracy.html
 Webpage
of
School
Resources
on
Inclision
 hmp://teachingld.org/about/
 Teachers
of
students
with
learning
disabili&es
 www.casel.org
 Social
and
emo&onal
learning
for
students
preschool
to
high
school.
 hmp://www.powerof2.org/
 Focus
on
teacher
collabora&on.
 hmp://www.cldinterna&onal.org/
 Council
for
learning
disabili&es

24. Resources
on
Inclusion
of
Students
with
Disabilities
2
of
3
 hmp://www.disabilitystudiesforteachers.org/
 Disability
studies
for
teachers
(curricula
and
materials)
 hmp://www.disabilityisnatural.com/
 Disability
is
natural
 hmp://www.inclusion.com/inclusionpress.html
 Inclusion
Press
 hmp://www.inclusiondaily.com/
 Interna&onal
Disability
Rights
New
Service
 hmp://idea.ed.gov/
 Building
the
legacy
of
IDEA
 hmp://www.museumofdisability.org/
 Museum
of
Disability

25. Resources
on
Inclusion
of
Students
with
Disabilities:
Texts
from
SPED
308/708

26. Resources
on
Inclusion
of
Students
with
Disabilities:
Documentaries
Include…

27. Final
Tips
and
Take
Aways:
 Operate
from
a
strengths
based
perspec&ve
 Work
on
targeted
areas
where
growth
is
needed
 Use
strengths
to
build
competence
in
all
areas
 Solid
interpersonal
skills-­‐
collabora&ve
style
 Must
be
familiar
with
informa&on
in
an
IEP
 Lesson
plans
must
feature
possible
accommoda&ons

28. This
has
been
a
collaboration
between:
Diane
Linder
Berman,
Adjunct
Instructor
Dr.
Elissa
Brown,
Dis&nguished
Professor,
Gi]ed
&
Talented
Dr.
David
J.
Connor,
Professor,
Learning
Disabili&es
Dr.
Laura
Baecher,
Assistant
Professor,
TESOL