Lecture 4 Flashcards
1
Q
AEP and IEP
A
Appropriate educational programming (AEP)
Individual educational plan (IEP): document for students to plan how they will learn differently
2
Q
manitoba philosophy of inclusion
A
“inclusion is a way of thinking and acting that allow every individual to feel accepted, valued, and safe. An inclusive community consciously evolves to meet the changing needs of its members. Through recognition and support, an inclusive community provides meaningful and equal access to the benefits of citizenship”
3
Q
manitoba education
A
- in an inclusive school, all students are provided with the supports and opportunities they need to become participating students and members of their school communities. Collaboration among home, school and community is imperative. Core values and beliefs include:
- all students can learn, in different ways and at different rates
- all students have individual abilities and needs
- all students want to feel they belong and are valued
- all students have the right to benefit from their education
4
Q
to make inclusion applicable in manitoba schools, educators will:
A
- foster school and classroom communities where all students, including those with diverse needs and abilities, have a sense of personal belonging and achievement
- engage in practices that allow students with a wide range of learning needs be taught together effectively
- enhance students abilities to deal with diversity
5
Q
IEP
A
-an IEP is a document developed and implemented by a team outlining a plan to address the individual learning needs of the student
6
Q
process
A
- develop a common understanding of the students strengths, interests, and needs
- share info and observations about the students behavior and learning in a variety of settings
- establish current levels of performance
- identify priorities for programming
- communicate programming info to all members of the students support them
- monitor and report on student progress and achievement
- ensure continuity in programming
- individual education planning is appropriate when planning to support a diverse range and variety of student needs
7
Q
an IEP is developed when
A
- it is not reasonable to expect the student to meet or approximate the expected learning outcome of provincial curricula
- the student receives special needs categorical funding (level 2 or 3)
- the student is determined to be eligible for the English as an additional language
8
Q
Possible criteria that constitutes the need for an IEP
A
- IEP are used to address: academic, communication, behavioral, and/or physical needs, or when someone working with a student notices that she or he is struggling to meet expected learning outcomes
- severe hearing or vision loss
- severe to profound language disorder/EAL
- physical or multiple disability
- significant cognitive disability
- severe to profound learning disability
- autism
- severe to profound emotional/behavioural disorder/psychosis
- severe to profound neuro-development disorder
- special health care needs
9
Q
instructional placements
A
- figure 2.1 on pg 25
- inclusion is the goal-students with disabilities should be educated alongside students without disabilities to the maximum extent appropriate
- total inclusion differs from the LRE approach- some acceptable placements are not in a regular education environment
10
Q
prepare your students for inclusion
A
- provide some disability awareness education if necessary
- guest speaker, show video
- role-play
- discuss role models and their success (Paralympians)
- provide examples of how students can help out
11
Q
prepare support personnel
A
- educational assistants are highly valuable support to you because they know your student
- however, they may not be as familiar with adaptations for PA
12
Q
domains
A
- domains identify specific areas of development, including
- communication (verbal/non-verbal)
- cognitive/academic
- vocational
- recreation/leisure
- social skills and relationships ex) play skills, sensitivity to others, responsibility taking
- self-help ex) dressing, feeding, toileting
- independent living ex) use of money, time management, telephone
- physical ex) mobility, gross and fine motor skills
13
Q
writing student specific outcomes
A
- specific: written in clear language
- measurable: allows students achievement to be described, assessed and evaluated
- achievable: realistic for the student
- relevant: meaning for the student
- time related: can be accomplished within a specific time- typically one school year
14
Q
student specific outcome for PA
A
- (student) will (action) (what/how) (by what criteria) (where) (by what date)
- robbie will learn to catch a volleyball by the end of June
15
Q
how to write a performance objective
A
- performance objectives (performance objective) are student-specific outcomes broken down into small, manageable components
- identify the essential components involved in achieving the student specific outcome
- organize the tasks into sequences
- describe how the student can demonstrate that the performance objective has been achieved
- determine the date when the achievement is expected
- specify the conditions under which the student will perform the task
- determine the criteria for the attainment of the performance objective
- performance objectives should be reviewed and revised regularly
