Chapter+1+(SPED+420+Notes)

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**__Chapter #1 __** **__Characteristics Of Students At Risk For School Failure__** *Teaching Students with Learning Problems, 8th Edition, Cecil D. Mercer; Ann R. Mercer; Paige C. Pullen (2011) __**Categories of Disabilities that Qualify for Special Education**__
 * Cognitive (thinking, reasoning) and metacognitive (how they think about their thinking) Deficits
 * Low academic achievement
 * Poor memory
 * Attention problems and hyperactivity
 *  Poor Social Skils
 * Poor self concept
 * Poor motivation
 * Debilitating mood states
 * Adaptive behavior deficits
 * Disruptive behavior
 * Can be identified in Kindergarten

*Teaching Students with Learning Problems, 8th Edition, Cecil D. Mercer; Ann R. Mercer; Paige C. Pullen (2011) **__Components of an IEP__** *Teaching Students with Learning Problems, 8th Edition, Cecil D. Mercer; Ann R. Mercer; Paige C. Pullen (2011) __ Participants In IEP Meetings __ =<span style="color: #000000; font-family: 'Comic Sans MS',cursive; font-size: 19.2px;">**The law specifies who must participate in IEP meetings:** = *Teaching Students with Learning Problems, 8th Edition, Cecil D. Mercer; Ann R. Mercer; Paige C. Pullen (2011) **__ Continuum Of Placements __** *Teaching Students with Learning Problems, 8th Edition, Cecil D. Mercer; Ann R. Mercer; Paige C. Pullen (2011)
 * Specific Learning Disabilities
 * Speech or Language Impairments
 * Mental Retardation
 * Emotional Disturbance
 * Multiple Disabilities
 * Hearing Impairments
 * Orthopedic Impairments
 * Other Health Impairments
 * Visual Impairments
 * Autism
 * Deaf-Blindness
 * Traumatic Brain Injury
 * ADHD—These students receive services under “other health impairments” or Section 504 of the Rehabilitation Act of 1973.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 14.4px;">Level of Performance (PLOP)
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 14.4px;">Cirriculum-Based measurement
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 14.4px;">Annual goals
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 14.4px;">Short-Term Objectives
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 14.4px;">Description of Services
 * A representative of the school who is qualified to provide or supervise special education //(other than child’s teacher) (principal, special education director, superintendent)//
 * The student’s teachers (//special education and general education//)
 * One or both parents
 * The student, when appropriate
 * An individual who can interpret the instructional implications of evaluation results (//school psychologist//)
 * Others at the discretion of the parent or school personnel
 * General Classroom with Modifications
 * Resource Room
 * Self-Contained Classroom
 * Separate Day School
 * Residential Facility
 * Home/Hospital

<span style="color: #1298e8; display: block; font-family: 'Comic Sans MS',cursive; font-size: 17.6px; text-align: center;">**__Necessary Components To Be In A General Education Classroom__** <span style="font-family: 'Comic Sans MS',cursive; font-size: 14.4px;">9. Appears interested in content <span style="font-family: 'Comic Sans MS',cursive; font-size: 14.4px;">10. Takes notes in class <span style="font-family: 'Comic Sans MS',cursive; font-size: 14.4px;">11. Scans a textbook for answers and information <span style="font-family: 'Comic Sans MS',cursive; font-size: 14.4px;"> 12. Volunteers to answer questions in class <span style="font-family: 'Comic Sans MS',cursive; font-size: 14.4px;">13. Writes neatly <span style="font-family: 'Comic Sans MS',cursive; font-size: 14.4px;">14. Is able to give oral reports and speeches. || *Teaching Students with Learning Problems, 8th Edition, Cecil D. Mercer; Ann R. Mercer; Paige C. Pullen (2011) **<span style="color: #1298e8; font-family: 'Comic Sans MS',cursive; font-size: 19.2px;">Note Outline: **
 * ###### <span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 14.4px; text-align: left;">Follows directions in class
 * 1) <span style="font-family: 'Comic Sans MS',cursive; font-size: 14.4px;">Comes to class prepared with materials
 * 2) <span style="font-family: 'Comic Sans MS',cursive; font-size: 14.4px;">Uses class time wisely
 * 3) <span style="font-family: 'Comic Sans MS',cursive; font-size: 14.4px;">Makes up assignments and test
 * 4) <span style="font-family: 'Comic Sans MS',cursive; font-size: 14.4px;">Treats teachers and peers with courtesy
 * 5) <span style="font-family: 'Comic Sans MS',cursive; font-size: 14.4px;">Completes and turns in homework on time
 * 6) <span style="font-family: 'Comic Sans MS',cursive; font-size: 14.4px;">Works cooperatively in student groups || <span style="font-family: 'Comic Sans MS',cursive; font-size: 14.4px;">8. Completes tests with a passing grade

<span style="color: #ff6200; font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">**__Question #1__** <span style="font-family: 'Comic Sans MS',cursive; font-size: 14.4px;"> I think everyone in the IEP meeting seemed to communicate together and they had all worked together to make the IEP successful for Dani. They had discussed what had not worked with the IEP and the adjustments that were made within the IEP. I think it was beneficial to Dani to be in the meeting because then she could voice her opinions and let them know what she felt even though she just answered some questions in this IEP meeting. The group seemed to be able to communicate well within the teachers that were there and with the family members that were present. IEP meetings need to have good communication with parents and teachers. Along with having good communication on a weekly basis on what is working and not working for Dani. It is important to keep Dani in the classroom, but also help her to learn in the best way fit for her. I think good, open communication is the way to make it all work. <span style="color: #ff6200; font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">**__Question #2__** <span style="color: #000000; font-family: 'Comic Sans MS',cursive; font-size: 14.4px;">Deja has been incorporated into the general education classroom nicely. Deja knows that if she has a question or does not understand that she can ask for help. Sometimes Deja gets into the routine of asking for help right away and the teachers know she can do it. Deja knows that she can do it, but I think if she does not know right away she automatically asks for help. Deja seemed pretty proud of her accomplishments on her state test. Deja said she only placed one below the average of other students and she seemed be proud of herself for this accomplishment. I think Deja has learned that she can do what is put in front of her, but it will take work and she also knows she has the option of asking for help if she does not understand or cannot figure something out. <span style="color: #ff6200; font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">**__Question #3__** <span style="font-family: 'Comic Sans MS',cursive; font-size: 14.4px;">I think the consultation model is something that mom and the speech teacher is still a little on the fence about it. The speech teacher does seem to excited about it because it does not have a direct goal for him, but she did mention that maybe they could make a classroom goal. His mother seems to think it is good for him because he has some social communication issues that she would like him to work on. They also shared how working with Sean with speech one-on-one is very difficult as well. I know that Seans mother was happy with his improvement on knowing to use a fork to cut. The mother seems to want him to be in real life situations to learn some social communication things, and the speech teacher wants to make sure their is a goal for Sean to work towards. I am a believer that students learn from the environment around them. I think that if Sean observed others in social situations he would be able to observe their language, body language, and conversations and learn from them effectively. Observing Sean in different types of settings would help to see how he acts around certain people and how he acts at certain times of days. I think it would be beneficial for Sean and for the speech teacher so she could learn more on what other goals Sean could have in his speech lessons. <span style="color: #ff6200; font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">**__Question #4__** <span style="font-family: 'Comic Sans MS',cursive; font-size: 14.4px;">With Dani it was talking about how the IEP team had collaborated together to make changes so that Dani could be in the classroom. Dani needed some adjustments that were needed to help her to succeed and develop in her academics. Deja talked about her academic success. Deja was proud of herself for raising her state standard scores and the improvement her teacher as saw in her general education classroom. Sean is a student that needed speech therapy needs. Sean is a student who has some social communication problems in which he needs help developing good social communication to be successful. Getting Sean to work seems to be a problem too, which could be a behavior issue with after a period of time he is done listening and tries to leave without beings excused. All three students have an IEP plan and they all three have different focuses in their IEP. Each student is different in their own little way. As special education teachers we need to recognize these difference and try to make changes to help each of the students be successful and reach the appropriate goals we have set before them.

<span style="color: #f165c0; font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">**__South Dakota Links__** <span style="font-family: 'Comic Sans MS',cursive; font-size: 14.4px;">[|[[http://doe.sd.gov/oess/documents/SPED_IEP_ExamplesAnnualGoals.pdf|Annual Goals] <span style="font-family: 'Comic Sans MS',cursive; font-size: 14.4px;">[|Description of Services] <span style="font-family: 'Comic Sans MS',cursive; font-size: 14.4px;">[|Goal Page Form] <span style="font-family: 'Comic Sans MS',cursive; font-size: 14.4px;">[|Individualized Education Program Eligibility] <span style="font-family: 'Comic Sans MS',cursive; font-size: 14.4px;">[|Individualized Education Program Addendum] <span style="font-family: 'Comic Sans MS',cursive; font-size: 14.4px;">[|Justification Placement] <span style="font-family: 'Comic Sans MS',cursive; font-size: 14.4px;">[|Prior Notice Sample Statement] <span style="font-family: 'Comic Sans MS',cursive; font-size: 14.4px;">[|Referral form] <span style="font-family: 'Comic Sans MS',cursive; font-size: 14.4px;">[|PLAAFP Examples] <span style="font-family: 'Comic Sans MS',cursive; font-size: 14.4px;">[|Service Plan] <span style="font-family: 'Comic Sans MS',cursive; font-size: 14.4px;">[|Determining Eligibility Booklet] <span style="font-family: 'Comic Sans MS',cursive; font-size: 14.4px;">[|Parents Rights Booklet] <span style="font-family: 'Comic Sans MS',cursive; font-size: 14.4px;">[|Online IEP Training] <span style="font-family: 'Comic Sans MS',cursive; font-size: 14.4px;">[|Related Services] <span style="font-family: 'Comic Sans MS',cursive; font-size: 14.4px;">[|General Educators: How Do We Need You?]

<span style="font-family: 'Comic Sans MS',cursive; font-size: 14.4px;">Evaluation Quick Reference Guide - <span style="font-family: 'Comic Sans MS',cursive; font-size: 14.4px;">Prior Notice for Meeting - <span style="font-family: 'Comic Sans MS',cursive; font-size: 14.4px;">Prior Notice for Consent -

<span style="font-family: 'Comic Sans MS',cursive; font-size: 14.4px;">Individualized Education Program Form -

<span style="color: #3cb30c; font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">**__IEP Questions and Answers__** <span style="font-family: 'Comic Sans MS',cursive; font-size: 14.4px;">[|Assessments and Standards] <span style="font-family: 'Comic Sans MS',cursive; font-size: 14.4px;">[|Dismissal] <span style="font-family: 'Comic Sans MS',cursive; font-size: 14.4px;">[|Eligibility] <span style="font-family: 'Comic Sans MS',cursive; font-size: 14.4px;">[|Evaluation] <span style="font-family: 'Comic Sans MS',cursive; font-size: 14.4px;">[|IEP] <span style="font-family: 'Comic Sans MS',cursive; font-size: 14.4px;">[|Pre-Referral/Referral] <span style="font-family: 'Comic Sans MS',cursive; font-size: 14.4px;">[|SIMS] <span style="font-family: 'Comic Sans MS',cursive; font-size: 14.4px;">[|Timelines] <span style="font-family: 'Comic Sans MS',cursive; font-size: 14.4px;">[|Transfer/ Private School] <span style="font-family: 'Comic Sans MS',cursive; font-size: 14.4px;">[|Transitions]

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