Jo Beth DeSoto

Jo Beth DeSoto

Chapter 8

EDSP 5330

Dr. Robin Lock - Instructor

Advanced Questions #’s 1,3,5,7

How do instructional techniques and modifications for students with mild disabilities compare with those used with general education students?

For the most part, instructional methods for students with disabilities do not differ from instructional methods for students without disabilities. The distinction is in the method in which materials are presented. "There are no discrete sets of instructional methods – one set for use with ‘special’ students and another set for use with ‘regular’ students..."

What are some alternative testing and grading systems?

TESTS

Extended time for response
Teach students the skills needed for success on tests
Provide alternative forms of test responses
Make sure tests are clearly written and understandable
Provide someone to write for the student
Computerized tests
Let students practice with assistance before the test

GRADING

Grade only what student has completed, not what student didn’t complete
Link grades to goals and objectives, not assignments
Reward what student did - not punish what he didn’t do
Let student participate in grading, to allow for instant feedback
Give students the opportunity to correct mistakes

What are some practical suggestions for modifying classroom practices in order to meet the needs of students with mild disabilities?

Reduce number of problems for classroom seat work
Alter questions so that students can better understand them
Read materials to student orally
Allow open-book assignments
Extended time for preparation
Computer assistance
Provide feedback to student AS he/she completes work
Highlight key words
Provide extra space for student to write response

What are some guidelines for writing individual education programs?

PLP - Present Level of Performance - A description of what the student CAN or CANNOT do at the current time. Refer to test results, classroom work, previous report cards, parent observation, teacher observation, etc...
Annual Goals - What the student should be able to DO l year from now.
Short-term Objectives - What must the student do in order to accomplish the annual goals.
Special education and related services - Assistance necessary in order for student to meet annual goals.
When and where the special education services will be provided - Amount of time student will spend in special education, and amount of time student will spend in regular education with students who are not disabled.
Who will work with the student and keep track of his progress - The student’s teacher(s) - both regular and special education.
Beginning and ending of special education services - When the IEP is to be implemented and when is the annual review?
Evaluation - On-going documentation of students progress towards meeting his/her annual goals.
Signatures - All involved in the creation of the IEP: teachers - regular ed. and sped.; parents; diagnostician; counselor; etc...