Education Special Populations ED Garcia, CTE Specialist Barbara - - PowerPoint PPT Presentation
Career and Technical Education Special Populations ED Garcia, CTE Specialist Barbara Gonzales, Specialist Region One Education Service Center Region One Education Service Center Email:edgarcia@esc1.net Email:bgonzales@esc1.net (956)
Special Populations
ED Garcia, CTE Specialist Region One Education Service Center Email:edgarcia@esc1.net (956) 984-6243 Barbara Gonzales, Specialist Region One Education Service Center Email:bgonzales@esc1.net (956) 984-6154
Objectives:
Introduction to career and technical education CTE and special populations Role of Career Technical Teacher
Career Technical Education (CTE) provides students of all ages with the academic and technical skills, knowledge and training necessary to succeed in future careers and to become lifelong learners. In total, about 12.5 million high school and college students are enrolled in CTE across the
Introducing them to workplace competencies, Making academic content accessible to students by
providing it in a hands-on context.
“For all students and students with disabilities in particular, CTE programs offer more than an opportunity to learn a marketable trade. Enrolling in these programs can also make it more likely that students will complete the academic requirements necessary to graduate from high school”. “Across the country approximately one in five students who participate in CTE has a disability compared to around one in 10 in traditional high
CTE are more likely to be employed as adults and once employed, earn higher wages. This is likewise true for students without disabilities.” “enrolling in a CTE program need not mean letting go of hopes for post- secondary education for students with disabilities.” http://www.huffingtonpost.com/todd-grindal/for-students-with- disabil_b_3767522.html
Over 25% of the more than 500,000
special education students in Texas go through career and technical education classes every year
Studies have shown that students with
disabilities who participate in CTE greatly increase their chances for postsecondary success in academia and employment
In an instructional setting a learner is “at risk” when
his/her special needs require some kind of individual intervention in order to successfully participate in the learning process.
The purpose of CTE programs is to enable students to gain
entry-level employment in a high-skill, high-wage job and/or to continue their education.
Given this, students with special needs are often placed in
CTE classes to give them the best chance of gainful employment or moving on to higher education.
While CTE programs have demonstrated a great deal of
success in achieving post-secondary goals for their students, teachers continue to face difficulties in adequately serving students with special needs due to inexperience and training in the area of special education.
Require assistance
Support services Differentiated teaching techniques
Goal of achieving same educational
Graduate Academic success Prepared for transitions in their life (i.e. adulthood,
post-secondary education, etc.)
At Risk Students will: Fail to achieve his/her full potential High risk of truancy or dropping out Not ready to fully participate in society
as a competent, productive, and caring adult
Four Critical Areas
Carl D. Perkins Career and Technical Education Act of 2006 – Defines Special Populations:
Individuals with Disabilities Economically Disadvantaged Including Foster
Children and Students Receiving PELL Grants
Individuals Preparing for Nontraditional Fields
Single Parents Including Unmarried Parents and
Single Pregnant Women
Displaced Homemakers Limited English Proficiency (LEP)
Displaced Homemaker - A student who has been dependent on the income of another family member but is no longer supported by that income and has diminished workforce skills.
Economically Disadvantaged - A student who is eligible for financial aid, pubic need-based assistance, or identifies his/her income as below the federal poverty level (includes Foster Children).
Non-traditional Student - A student who is training for an
student’s gender.
Learner with a Disability - A student who has a physical or mental impairment that substantially limits one or more of the individual’s major life activities.
Single Parent - A student who is unmarried or legally separated and has custody or joint custody of a minor child or children.
Limited English Proficient Learner (LEP) - A student who comes from environments where a language other than English is dominant.
IDEA (The Individuals with Disabilities Education Act 2004)
Designed to protect the rights of students
with disabilities by ensuring that everyone receives a free appropriate public education (FAPE), regardless of ability
Strives not only to grant equal access to
students with disabilities, but also to provide additional special education services and procedural safeguards
Autism Deaf-Blindness Deaf Emotional Disturbance Hearing Impairment Mental Retardation Multiple Disabilities Orthopedic Impairment Other Health Impairment Specific Learning disabilities Speech or Language
Impairments
Traumatic Bain Injury Visual Impairment Including
Blindness
Other Health Impairments
ADD/ADHD
Diabetes
Asthma
Heart Condition
Anemia
Lead Poisoning
Epilepsy
Hemophilia
Leukemia
Immature
Poor Reading Skills
Poor Math Skills
Poor Language Skills
Poor Social Skills
Impulsive
Negative Self-Concept
Low Motivation
History of Failure
Low Level of Aspiration
Behavior Problems
Short Attention Span
Frequent Absences
Frequent Tardiness
Resents Authority
Inability to Work in a Team Situation
No Positive Role Models
Poor Personal Hygiene
Problems with the Law
Drug, Alcohol, Substance Abuse
Students Protected Under Section 504
ADHD Communicable Diseases Temporary Disabilities (i.e. accidents, short term hospitalization,
homebound recovery)
Migraine Headaches Allergies or Asthma Diabetes, Cancer, Heart Disease Drug Addicted or Alcoholic Environmental Illness Orthopedic, Cerebral Palsy, Epilepsy, Muscular Dystrophy,
Multiple Sclerosis
Visual, Speech, Hearing Impairment
Become familiar with the components of
transition assessment and methods to match program competencies with student ability
Importance of transition plan at the age
Age of 14)
Tools of formal assessment – interests,
aptitudes, personality traits and other career-related affective/employability skills
Attend the ARD meetings
Ask committee members key questions Be aware that such issues as instructional aide can be
provided for at the meeting
Consider signing the Individualized Education Program
(IEP) document on the back if not satisfied about the program or are concerned with lack of acquaintance with the child
Mandated by IDEA Comprehensive evaluation of the student's educational needs at
least once every 3 years
Identifies the student's current level of educational performance;
measurable goals and objectives; special education, related services, and other accommodations to be provided
extent of participation with nondisabled students Specifies how the student's progress will be measured, how
parents will be informed of progress, and the extent of modification in state- and districtwide tests.
Includes a statement of transition services to prepare a student for
leaving school
Modifications and accommodations are listed
Learn about informal assessments
Questionnaire – Parent & student
To ensure appropriate placement in your
classes:
Attend the ARD/IEP meeting Carry a detailed program description Consider preparing a Basic Skills Inventory Checklist
To ensure that students have acquired
all competencies:
Identify exit points Use standards based evaluations Create a comprehensive program skills
inventory
Appropriate use of accommodations and
modifications for blended classrooms
Become familiar with blended classrooms Learn how to identify multiple modalities or learning
styles in your classroom
Select appropriate instructional strategies
Strategies for entire classroom - direct
instruction
For small groups – small group instruction –
“cooperative learning”
Differentiated learning for individual students Be aware of differences between
accommodations and modifications
Accommodations – same standard using
different modes of instruction/evaluation
Modifications – adjusting methods so that
students with severe disabilities have an improved chance
Changes in formats or procedures that enable
students to participate readily in the learning process
Adjustments to make sure that students have
equal access to curriculum and a way to be successful
Providing different ways for students to take in
information or communicate their knowledge back to the instructor
Watering down a curriculum or lowering
standards of a CTE program
Deleting competencies necessary for
employment and job retention
Students are expected to meet the same standards set for everyone else!
Recorded textbooks Peer note takers Cue cards for steps of task Highlighting important facts in text Large print materials Written rather than oral directions Recorded lectures Illustrated (not written) directions
Organize lengthy information or tasks into “chunks” Assistive devices Private workspace Readers Extended time for writing assignments Provide/allow computers for writing tasks Frequent comprehension checks throughout
lectures, demonstrations or instructions
Test Preparation
Provide study guides
Flashcards
Review/re-teach concepts
Sample questions/problems
Extended time
Study skills instruction
Test Day
Read test out loud
One-on-one environment (resource lab)
Re-word question/explain question
Segment test
Review test concepts before administering test
Cueing (Remember when you talked about…)
Alternative testing strategies (i.e. oral testing)
More extensive changes of both difficulty
level and/or content quantity of the curriculum
Pace of Instruction Teaching strategies to match learning styles Extended time in CTE program More time to practice Appropriate instructional materials Modifying existing instructional materials Providing appropriate support services
Modification
Changes that alter the
curriculum and/or instruction
Content Difficulty Goals Assignment Grading procedure
Accommodation
Change in the delivery
method of student performance
Does NOT alter the
curriculum
Two choices eliminated
Eliminating questions
Alternate test/assignment
Open book test
Reducing work load
Modifying grading
Any other modification needed for student to work towards objectives
Tests in small group setting
Extended time
Tests read aloud
Frequent checks for understanding
Chunking instruction
Using learning styles information to select teaching strategies
Tests given in segments
Recorded audio books
Other modifications that do not alter basic content
Know your Special Population Students and
how serve them.
Understand your role in the ARD process Understand the IEP
.
Learn how to use different instructional
strategies.
Understand what are accommodations vs
modifications.
Create a CTE program inventory identifying
exit points and other teaching tools.
Provide labor market information Implement coordinated set of activities
that may help students move toward their post-secondary plans (e.g. job shadowing, mock interviews, co-op experiences, college visits etc.).
Inform ARD Committees and Special
Education on realists exit points.
Program Inventory Form Basic Skills Inventory From Career Pathways Endorsement Industry Certifications Texas Transition www.texastransition.org
play.kahoot.it
Answer: A student who has been dependent on the income of another family member but is no longer supported by that income and has diminished workforce skills.
Answer: A student who is eligible for financial aid, pubic need-based assistance, or identifies his/her income as below the federal poverty level.
Answer: A student who is training for an
the workers are of the student’s gender.
Answer: A student who has a physical or mental impairment that substantially limits
activities.
Answer: A student who is unmarried
joint custody of a minor child or children.
Answer: A student who comes from environments where a language other than English is dominant.
Populations Advisory Committee www.jspac.org
Education www.acteonline.org
Legislation changes Definitions are revised Labels disappear Funds shrink Focus disintegrates
Individuals from Special Populations Will Still Be In Our…
Schools Classrooms Communities Training Programs Workforce
…to include students of special populations
Texas Education Agency – CTE
http://tea.texas.gov/index2.aspx?id=4881&menu_id=720
Texas A&M Career & Technical Special Populations (CTSP)
http://ctsp.tamu.edu/
UNT CTE Special Populations
http://cte.unt.edu/special-populations/
Angie Haro, CTE Specialist, ESC Region 19 Cheryl Schamburger
, CTE Specialist, ESC Region 3
Texas Transition
www.texastransition.org