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touro college graduate mathematics sped 602 introduction to teaching students with disabilities professor daniel stein http schools.webhop.org/tourodstein602 z number 7digits :101z602 name kimberly apollo path to file c documents 101z602sped1.doc touroresources602 nys mst standards lehrer.webhop.org schools.webhop.org/tourorlehrer blackboard bb-tc.touro.edu directions please remember to complete the header blue dots aboveby completing the asterisks save the completed file with your responses by replacing the 602 in the filename with your full 7 digit student number found on schools.webhop.org/tourodstein602 in your answers below where possible list key point as bullets where possible chapters 1 2 in introduction to special education making a difference read chapters 1 2 in introduction to special education making a difference answer the following questions 1 discuss barriers and challenges that are experienced today by people with disabilities and need to be overcome and explain how all of us can make a difference barriers · chronically underemployed · substantially lower income · low graduation rates in high school and college make a difference · reduce high school and college dropout rate · raise expectations · provide more support · improve employment rate · increase community participation 2 explain the concepts of disability and handicapped disability is a condition or impairment handicap present challenges barriers · the distinction between disability and handicap is society handicaps people because of their disabilities · the conviction that people with disabilities constitutes a minority group deserving civil rights protections 3 explain five important approaches used to help students with disabilities access the general education curriculum · universal design for learning is a way to help all students not just those with disabilities to access the curriculum in nonstandard ways · instructional accommodations where students complete the same assignment or tests as their classmates but with simple changes in elements such as timing formatting setting scheduling response or presentations · modifications where assignments or tests are reduced or altered · differentiated instruction is a design to improve access to the general education curriculum by adapting instruction to each student s diverse learning needs document4

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· assistive technology equipment devices or services to help compensate for an individual s disabilities 4 explain in universal design for learning udl list the components of a udl lesson plan to be used later universal design for learning is a set of principles for curriculum development that give all individuals equal opportunities to learn components · present information and content in different ways · differentiate the ways that students can express what they know document4

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· stimulate interest and motivation for learning touro college graduate mathematics sped 602 introduction to teaching students with disabilities professor daniel stein http schools.webhop.org/tourodstein602 z number 7digits 101z602 name kimberly apollo path to file c documents 101z 602sped3.doc touroresources602 nys mst standards lehrer.webhop.org schools.webhop.org/tourorlehrer blackboard bb-tc.touro.edu directions please remember to complete the header blue dots aboveby completing the asterisks save the completed file with your responses by replacing the 602 in the filename with your full 7 digit student number found on schools.webhop.org/tourodstein602 in your answers below where possible list key point as bullets where possible chapters 3 4 in introduction to special education making a difference read chapters 3 4 in introduction to special education making a difference answer the following questions 1 explain what is meant by the term diverse · being from one of these groups african american black hispanic latino a asian pacific islander american indian alaska native · being from a culture different from mainstream america · speaking a language at home other than english · being considered a minority whether accurate or not 2 describe additional considerations that diverse students with disabilities and their families require · all the components of multicultural education · intensive assistance in learning english · explicit instruction · intensive efforts for family involvement · application of validated practices 3 describe speech impairments and language impairment · speech impairments when the sender s speech impairs communication this includes problems with articulation fluency and voice pitch or loudness · language impairments when the sender of the message cannot effectively employ the signs symbols or rules that govern the form content or use pragmatics of language 4 discuss how classroom teachers can make a difference in the development of children s language · instructional supports match language to students adjust modify and supplement instruction relate instruction to students experiences and culture use specific concrete referents give multiple examples document4

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· · · · explicit instruction directly teach language skills and include language development as a curricular target language-sensitive classrooms provide opportunities to use language motivation and reasons to talk multiple language experiences support for different levels of language skills includes evaluation content enhancements graphic organizers such as attribute webs and venn diagrams visually impose structure on content and assist with learning and remembering collaborate with slps about all students whose language or communication abilities are of concern and provide classroom follow-through on targets mastered in therapy document4

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touro college graduate mathematics sped 602 introduction to teaching students with disabilities professor daniel stein http schools.webhop.org/tourodstein602 z number 7digits 101z602 name kimberly apollopath to file c documents 101z602sped5.doc touroresources602 nys mst standards lehrer.webhop.org schools.webhop.org/tourorlehrer blackboard bb-tc.touro.edu directions please remember to complete the header blue dots aboveby completing the asterisks save the completed file with your responses by replacing the 602 in the filename with your full 7 digit student number found on schools.webhop.org/tourodstein602 in your answers below where possible list key point as bullets where possible chapters 5 6 in introduction to special education making a difference read chapters 5 6 in introduction to special education making a difference answer the following questions 1 define response to intervention rti · a multi-tiered pre-referral method of increasingly intensive interventions used to identify nonresponders or students with learning disabilities 2 explain how an individual s response to intervention rti is assessed 4 steps are followed through the pre-referral process · all students experience universal screen in the fall of every school year · those students exhibiting a level of skills that puts them at risk for school failure are identified for intervention · general educators peer tutors or paraprofessionals deliver increasing levels of intensive and individualized instruction to those students who continue to perform unsatisfactorily · students who do not learn sufficiently after experiencing at least three tiers of multilevel intervention are either referred for special education assessment or identified as having learning disabilities depending on each state s regulations 3 describe the characteristics of students with adhd · inattention · hyperactivity · impulsivity · academic difficulties · social difficulties 4 identify various accommodations and classroom interventions used with students with adhd accommodations · reducing distractions · preferential seating near the teacher · pointers to help with visual tracking · extended time · timers document4

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· visual cues and prompts · breaking activities and assignments into smaller segments instructional techniques · highly structured setting · functional behavioral assessments · direct instruction in skills · peer tutoring · self-regulation strategies · learning strategies · content organizers document4

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touro college graduate mathematics sped 602 introduction to teaching students with disabilities professor daniel stein http schools.webhop.org/tourodstein602 z number 7digits 101z602 name kimberly apollo path to file c documents 101z 602sped7.doc touroresources602 nys mst standards lehrer.webhop.org schools.webhop.org/tourorlehrer blackboard bb-tc.touro.edu directions please remember to complete the header blue dots aboveby completing the asterisks save the completed file with your responses by replacing the 602 in the filename with your full 7 digit student number found on schools.webhop.org/tourodstein602 in your answers below where possible list key point as bullets where possible chapters 7 8 in introduction to special education making a difference read chapters 7 8 in introduction to special education making a difference answer the following questions 1 define emotional or behavioral disorders ­ write at least one page federal government emotional disturbance a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child s educational performance · an inability to learn that cannot be explained by intellectual sensory or health factors · an inability to build or maintain satisfactory interpersonal relationships with peers and teachers · inappropriate types of behavior of feelings under normal circumstances · a general pervasive mood of unhappiness or depression · a tendency to develop physical symptoms related to fears associated with personal or school problems emotional disturbance includes schizophrenia the term does not apply to children who are socially maladjusted unless it is determined that they have an emotional disturbance national mental health and special education coalition emotional or behavioral disorders a disability characterized by behavioral or emotional responses in school so different from appropriate age cultural or ethnic norms that they adversely affect educational performance educational performance includes academic social vocational and personal skills such a disability · is more than a temporary expected response to stressful events in the environment · is consistently exhibited in two different settings at least one of which is school-related · is unresponsive to direct intervention in general education or the child s condition is such that general education interventions would be insufficient emotional or behavioral disorders can coexist with other disabilities this category may include children or youths with schizophrenic disorders affective disorders anxiety disorder or other sustained disorders of conduct or adjustment when they adversely affect educational performance in accordance with the aforementioned definition diagnostic and statistical manual dsm-iv-tr oppositional defiant disorder a recurrent pattern of negativistic defiant disobedient and hostile behavior toward authority figures characterized by the frequent occurrence of at least four of the following behaviors · losing temper document4

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· · · · · · · arguing with adults actively defying or refusing to comply with the requests or rules of adults deliberately doing things that will annoy other people blaming others for his or her mistakes or misbehavior being touchy or easily annoyed by others being angry and resentful being spiteful or vindictive 2 identify strategies for improving learning outcomes for students with emotional or behavioral disorders · implement screening instruments · use validated practices · provide early intervention · provide sound instruction that meets their academic and behavioral needs 3 describe early intervention strategies and explain how they can help positive outcomes for students with emotional or behavioral disorders the pre referral intervention is a general education process in which professionals work together with parents to design interventions to be conducted in the general education classroom goals · reduce the number of inappropriate referrals to special education and to help students perform more successfully in the general education setting · ensure that people agree with the goals procedures and outcomes · make sure the intervention is put in place as designed · monitor student progress · determine when to fade or modify the plan benefits · can rectify problems before they grow more serious or become firmly entrenched patterns · help avoid a later need for psychotropic medication to control behavior · can reduce stress in the family · can effect changes in the young child s behavior when the possibility for change is strongest 4 explain the four levels of supports and how they make a difference in the lives of people with mental retardation these systems of support help individuals achieve community presence attain quality of life live independently and hold competitive jobs · natural supports the individual s own resources family friends neighbors coworkers and classmates · nonpaid supports clubs recreational leagues and private organizations · generic public supports transportation state s human services document4

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· specialized supports special education early intervention preschools transition and vocational rehabilitation services 5 describe two validated approaches that make a difference in the outcomes of students with mental retardation who are not fully accessing the general education curriculum self-determination · teaches how to make choices and decisions · includes self-advocacy · provides skills necessary for adult life independent living work and community presence community based instruction · teaches skills in natural environments · uses real materials and settings for instruction · provides opportunities to learn practice and generalize self-determination functional skills and adaptive behaviors · removes students from the general educational setting for instruction document4

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touro college graduate mathematics sped 602 introduction to teaching students with disabilities professor daniel stein http schools.webhop.org/tourodstein602 z number 7digits 101z602 name kimberly apollo path to file c documents 101z602sped9.doc touroresources602 nys mst standards lehrer.webhop.org schools.webhop.org/tourorlehrer blackboard bb-tc.touro.edu directions please remember to complete the header blue dots aboveby completing the asterisks save the completed file with your responses by replacing the 602 in the filename with your full 7 digit student number found on schools.webhop.org/tourodstein602 in your answers below where possible list key point as bullets where possible chapters 9 10 in introduction to special education making a difference read chapters 9 10 in introduction to special education making a difference answer the following questions 1 discuss the steps teachers should take to assist a student who is having a seizure absence seizure momentary loss of awareness sometimes accompanied by blinking or movements of the face or arms may be frequent fully aware after an episode · be sure key parts of the lesson are not missed simple partial seizure consciousness not lost unable to control body movements experiences feelings visions sounds and smells that are not real · comfort and reassure if the child is frightened complex partial seizure consciousness clouded unresponsive to instructions inappropriate and undirected behaviors sleepwalking appearance of short duration a minute or two prolonged confusion after an episode no recall of seizure · gently guide child back to seat · speak softly · insure child s safety · ignore uncontrollable behaviors · ensure full consciousness before changing locations · help child sort out confusions generalized tonic-clonic seizure body stiffens and jerks may fall lose consciousness lose bladder control have erratic breathing lasts several minutes can be confused weary or belligerent afterwards · remain calm · reassure classmates · ease child to floor · clear area · rest head on a pillow · turn on side · do not put anything in child s mouth · do not restrain · let rest after jerking ceases · re-engage in class participation document4

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2 explain how barriers that people with physical disabilities experience can be reduced and how students can be better prepared for increased community presence and participation barriers include · coping with inaccessible environments where their impaired mobility hinders their participation in mainstream society · dealing with bias rejection and discrimination · difficulties living independently · difficulties finding jobs · social rejection by people without disabilities individuals require · accessible physical and learning environments · acceptance and understanding · goals that foster independence · accommodations for their individual learning physical and health needs · special teaching scheduling counseling therapies equipment and technology 3 describe and justify universal hearing screening of newborns · universal screening allows for the identification of hearing loss at birth reducing the previous average age of identification from two and a half to three years of age · early identification allows for services to children and their families to begin immediately and sets the stage for better language and cognitive development 4 list the major types of assistive technology specifically designed for people with hearing problems and provide examples for each assistive listening devices · both digital ad analog hearing aids bte ite itc cic · fm transmission devices · audio loop telecommunication devices · captioning · text telephone tty · telecommunications relay service · voice carry over speech-to-text translations · real-time translations college lectures courtroom proceedings business meetings · real-time captioning · c-print · speech recognition alerting devices · special signaling devices for alarms doorbells telephone rings document4

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touro college graduate mathematics sped 602 introduction to teaching students with disabilities professor daniel stein http schools.webhop.org/tourodstein602 z number 7digits 101z602 name kimberly apollo path to file c documents 101z602sped11.doc touroresources602 nys mst standards lehrer.webhop.org schools.webhop.org/tourorlehrer blackboard bb-tc.touro.edu directions please remember to complete the header blue dots aboveby completing the asterisks save the completed file with your responses by replacing the 602 in the filename with your full 7 digit student number found on schools.webhop.org/tourodstein602 in your answers below where possible list key point as bullets where possible chapters 11 12 in introduction to special education making a difference read chapters 11 12 in introduction to special ed making a difference answer the following questions 1 discuss ways to accommodate the general education setting for students with visual disabilities · using commonsense teaching strategies such as advance organizers oral summaries printed information and handouts of lectures · positioning students with low vision they can benefit most from each instructional activity close to the chalkboard away from the glare of a window · eliminating dangerous obstacles and hazards · providing organization expectations and consequences in the physical and instructional environments 2 describe types of assistive technology that benefit people with visual disabilities at school in the workplace and in independent living · visual aids enlarge print displays large print newspapers cctv enlargements · audio aids talking books talking watches and clocks audiodescriptions · tactile aids labels for household appliances tactile maps braille books text-to-braille software 3 discuss issues surrounding braille and reading literacy · braille instruction is not consistently available · not enough teachers are proficient in braille · cognitive disabilities impede learning · the individual needs and abilities of each individual should be matched to reading style and appropriate instruction should be delivered 4 identify core characteristics of individuals with the autism spectrum · problems with communication · limited social interaction · repetitive behaviors or unusual interests 5 discuss the causes of autism document4

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· · asd is a neurobiological disorder that affects brain development and probably has some genetic basis the degree to which brain development genes and the environment interact has yet to be determined 6 describe how environments can be structured so that individuals with asd maximally benefit from instruction · provide sufficient structure · support functional communication · use behavior analysis techniques · support social interactions document4

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touro college graduate mathematics sped 602 introduction to teaching students with disabilities professor daniel stein http schools.webhop.org/tourodstein602 z number 7digits 101z602 name kimberly apollo path to file c documents 101z602sped13.doc touroresources602 nys mst standards lehrer.webhop.org schools.webhop.org/tourorlehrer blackboard bb-tc.touro.edu directions please remember to complete the header blue dots aboveby completing the asterisks save the completed file with your responses by replacing the 602 in the filename with your full 7 digit student number found on schools.webhop.org/tourodstein602 in your answers below where possible list key point as bullets where possible chapters 13 in introduction to special education making a difference read chapters 13 in introduction to special ed making a difference answer the following questions 1 explain the major characteristics of students with multiple-severe disabilities · difficulties with generalization situations settings and skills · limited communication abilities · poor memory · need for ongoing and intensive supports for many major life activities domestic leisure community participation vocational · presence of at least two disabilities whose combination results in complex educational needs 2 describe district 75 nycdoe and how it is organized a citywide educational vocational and behavior support programs for students who are on the autism spectrum have significant cognitive delays are severely emotionally challenged sensory impaired and/or multiply disabled district 75 consists of 56 school organizations home and hospital instruction and vision and hearing services our schools and programs are located at more than 310 sites in the bronx brooklyn manhattan queens staten island and syosset new york 3 describe the population of d.75 and how these students are served the population consists students who are on the autism spectrum have significant cognitive delays are severely emotionally challenged sensory impaired and/or multiply disabled goals · to develop and expand options within the least restrictive environments for the participation of students with severe disabilities in school and community settings · to support the development and implementation of an integrated approach to instruction merging all components of a comprehensive program high expectations performance and content standards program practices to accommodate diverse learning styles ability levels and assessment alternatives to meet students individualized education programs · to create learning environments that provide positive behavior supports including instruction in self-management of challenging behaviors and in social skills development document4

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